本文選題：思維導圖 + 初中語文　； 參考：《廣州大學》2017年碩士論文

【摘要】：上世紀90年代,思維導圖挖掘了人類大腦的無限潛能,是一種表達發(fā)散性思維的有效工具。后來它作為一種現(xiàn)代化教學手段傳入我國,在教育界引起很大的反響,廣泛應用于各學科的教學中。很多專家學者都認為思維導圖在學科的學習中發(fā)揮了很大的作用,特別是對思維激發(fā)和思維整理的促進作用不可忽視。很多教育工作者把思維導圖運用在學科教學領(lǐng)域,進行了很多實證的研究,證明思維導圖可以作為學科教學的主要手段。思維導圖從一種學習方法到教學方法的轉(zhuǎn)變,在理科和英語科等學科的研究中比較多。探究思維導圖在初中語文教學中的價值,便于初中教師在運用思維導圖進行語文教學時的盲目性和隨意性,筆者認為有重要的研究價值,有必要在初中語文教學中運用思維導圖的應用進行研究。第一部分是緒論,首先介紹了論文研究的目的與意義,其次是研究的基礎(chǔ),包括思維導圖的概念、理論基礎(chǔ)、要素、特征和制作等方面,接著是介紹思維導圖的相關(guān)研究,特別是國內(nèi)關(guān)于思維導圖在語文教學方面的研究資料和文獻,最后介紹研究的內(nèi)容和研究的方法。第二部分分析思維導圖在教學中體現(xiàn)的理念和價值,探討思維導圖在初中語文教學中的價值。第三、四部分通過問卷調(diào)查思維導圖在南沙區(qū)初中語文教學中的運用狀況,探討思維導圖在初中語文教學中的局限性,可見思維導圖在初中語文教學中是一種輔助手段。第五部分根據(jù)前面的研究總結(jié)出思維導圖的類型和它在初中語文教學中的類型,提出思維導圖在初中語文教學中運用的原則、注意事項,通過示例探討如何在初中語文課堂教學中插入思維導圖教學,發(fā)揮思維導圖的輔助作用,優(yōu)化初中語文教學。
[Abstract]:In the 1990s, the mind map excavated the infinite potential of human brain and was an effective tool to express divergent thinking. Later, it was introduced into our country as a modern teaching method, which caused a great reaction in the educational circles and was widely used in the teaching of various subjects. Many experts and scholars think that thinking mapping plays a very important role in the study of subjects, especially in promoting the stimulation of thinking and the arrangement of thinking can not be ignored. Many educators have applied the thinking map in the field of subject teaching and conducted many empirical studies to prove that the thinking map can be used as the main means of subject teaching. The transformation of thinking mapping from a learning method to a teaching method is more common in science and English studies. Exploring the value of thinking map in junior middle school Chinese teaching is convenient for junior high school teachers to have blindness and randomness in Chinese teaching with thinking map. The author thinks that it has important research value. It is necessary to study the application of thinking map in junior middle school Chinese teaching. The first part is the introduction, which first introduces the purpose and significance of the research, and then the basis of the study, including the concept, theoretical basis, elements, characteristics and production of the thinking map, and then introduces the related research of the thinking map. Especially the domestic research materials and literature about thinking map in Chinese teaching. Finally, the contents and methods of the research are introduced. The second part analyzes the idea and value of thinking map in teaching, and probes into the value of thinking map in junior middle school Chinese teaching. Thirdly, the fourth part discusses the limitation of thinking map in junior middle school Chinese teaching through questionnaire survey in middle school Chinese teaching in Nansha district, which shows that thinking map is an auxiliary means in junior middle school Chinese teaching. The fifth part sums up the type of thinking map and its type in junior middle school Chinese teaching according to the previous research, and puts forward the principles and matters needing attention of the application of thinking map in junior middle school Chinese teaching. This paper discusses how to insert thinking map teaching into junior middle school Chinese classroom teaching and how to play the auxiliary role of thinking map in order to optimize junior middle school Chinese teaching.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3

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本文編號：1872986