本文選題：初中英語課堂教學(xué) + 發(fā)散思維　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：義務(wù)教育階段英語課程承擔(dān)著培養(yǎng)學(xué)生基本英語素養(yǎng)和發(fā)展學(xué)生思維能力的任務(wù)(英語課程標(biāo)準(zhǔn),2011)。發(fā)散思維是一種重要的思維方式之一。本研究將概念圖,一種可視化的知識和思維過程的表征工具用于初中英語教學(xué),以促進(jìn)發(fā)散思維能力的發(fā)展,并在初中英語教學(xué)實踐中驗證概念圖對學(xué)生思維能力發(fā)展的有效性。在前測階段,筆者初步了解和分析某校初三學(xué)生英語學(xué)習(xí)和發(fā)散思維能力發(fā)展的現(xiàn)狀。然后將某校初三1班作為實驗班,初三3班作為對照班,開展概念圖教學(xué)應(yīng)用研究。在為期一學(xué)期的實驗后,筆者對學(xué)生的發(fā)散思維能力再次測試,并展開問卷調(diào)查、訪談等。本研究結(jié)果如下：一、概念圖對于學(xué)生發(fā)散思維能力的發(fā)展有積極的影響。結(jié)果顯示實驗班與對照班比較,學(xué)生思維的流利性、靈活性、創(chuàng)造性和總分四個指標(biāo)有極顯著性差異(p0.01)。說明實驗班與對照班相比,學(xué)生的發(fā)散思維在流利性、靈活性、創(chuàng)造性方面都有更快的發(fā)展。二、概念圖的直觀性,豐富的圖樣及構(gòu)圖方法能激發(fā)學(xué)生英語學(xué)習(xí)興趣。促進(jìn)學(xué)生思維邏輯性和發(fā)散性的發(fā)展。三、概念圖可以幫助提高學(xué)生的英語學(xué)習(xí)效果。
[Abstract]:The compulsory English curriculum undertakes the task of cultivating students' basic English literacy and developing students' thinking ability. Divergent thinking is one of the important ways of thinking. In this study, the concept map, a visual knowledge and thinking process representation tool, is used in junior high school English teaching to promote the development of divergent thinking ability. The validity of concept map to the development of students' thinking ability is verified in the practice of junior middle school English teaching. In the pre-test stage, the author preliminarily understands and analyzes the present situation of the development of English learning and divergent thinking ability of junior high school students. Then the class 3 1 and the control class 3 were used as the experimental class and the control class respectively, and the applied research of concept map teaching was carried out. After a semester's experiment, the author tested the students' divergent thinking ability again, and conducted questionnaires, interviews and so on. The results are as follows: first, concept map has a positive effect on the development of students'divergent thinking ability. The results showed that there were significant differences in the four indexes of fluency, flexibility, creativity and total score between the experimental class and the control class. It shows that the students' divergent thinking develops more quickly in fluency, flexibility and creativity than in the control class. Secondly, concept map can stimulate students' interest in English learning. Promote the development of students' thinking logic and divergence. Third, concept map can help students improve their English learning effect.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：1965163