【作者】 张瑜；

【导师】 罗滌；

【作者基本信息】 重庆大学 ， 教育（专业学位）， 2020， 硕士

【摘要】 随着教育教学改革的不断推进,课堂教学中心发生了转移,提高学生的能力成为教育的重心。研究表明,提高课堂教学效果,提高学生的能力,好的教学工具的运用会起到事半功倍的效果。托尼·博赞在20世纪60年代提出思维导图,因其具有从整体角度考虑问题、思维清晰、可视化的特点,被广泛应用于多个学科领域和教育教学领域。本研究将思维导图运用到C++程序设计语言课中,采用基于问题的教学模式和小组合作学习展开教学,采用文献研究法、问卷调查法、访谈法、实验法等研究方法对思维导图促进学生C++程序设计的学习成效进行研究。本研究首先阐述思维导图的理论基础,然后进行教学设计分析,基于当前学生认知水平构建以“新授知识课”、“练习课”课型为例制定出思维导图的教学策略和教学设计,接着开展教学实施,最后基于教学实践的结果通过定量和定性的分析并得出结论,具体为:(1)思维导图在初中“C++程序设计语言”课中应用有助于提高学生的学习成效;(2)思维导图在帮助学生对基础知识的记忆,程序语言的运用、理清解题思路和程序编译,排除错误四个方面都有效果,并且在编译排除错误方面,男生的学习效果更好;(3)思维导图应用在C++程序设计课程中适用于初学者和基础一般的学生。本研究对初一学生在C++程序设计语言课学习成效具有积极意义,具体为:融入美育教学,激发学生学习兴趣;引导学生分析问题,调动学生学习主动性;强调合作交流,提高学生学习成效;培养学生计算思维,提升学生综合能力。研究认为将思维导图运用在程序设计这类相对抽象的程序性知识教学中,有利于为一线教师教学提供帮助。更多还原

【Abstract】 With the continuous advancement of education and teaching reforms,classroom teaching centers have shifted,and improving students’ abilities has become the focus of education.Studies have shown that to improve the effectiveness of classroom teaching and improve students’ abilities,the use of good teaching tools will have a multiplier effect.Tony Bozan proposed a mind map in the 1960 s.Because of its characteristics of considering problems from a holistic perspective,clear thinking and visualization,it is widely used in many subject areas and education and teaching fields.In this study,mind mapping is applied to the C++ programming language class,using a problem-based teaching model and group cooperative learning to start teaching,and using literature research methods,questionnaire survey methods,interview methods,experimental methods and other research methods to promote mind mapping Study the learning effectiveness of students’ C++ programming.This research first explains the theoretical basis of mind mapping,and then conducts instructional design analysis.Based on the current students’ cognitive level,the teaching strategy and teaching of mind mapping are developed by taking the "newly taught knowledge class" and "exercise class" as examples.Design,then carry out teaching implementation,and finally,through quantitative and qualitative analysis and conclusions based on the results of teaching practice,specifically:(1)The application of mind maps in the junior middle school "C++ Programming Language" class helps to improve students’ Learning effectiveness;(2)Mind maps are effective in helping students to remember basic knowledge,use of programming language,clarify problem solving ideas and program compilation,and eliminate errors.In compiling and eliminating errors,boys’ The learning effect is better;(3)The application of mind mapping in the C++programming course is suitable for beginners and basic student.This study has a positive significance for the first-year students’ learning effectiveness in C++ programming language courses,specifically: integrating aesthetic education and stimulating students’ learning interest;guiding students to analyze problems and mobilizing students’ learning initiative;emphasizing cooperation and communication to improve student learning effectiveness Cultivate students’ computational thinking and enhance students’ comprehensive ability.The study believes that applying mind mapping to relatively abstract procedural knowledge teaching,such as programming,is beneficial to the teaching of first-line teachers.更多还原