基于概念圖策略的初中生物自主學習實踐研究
發(fā)布時間：2018-10-15 11:58
【摘要】：“關(guān)注重要概念的學習”在2011年版的《義務(wù)教育生物學課程標準》中作為教學建議被強調(diào)。針對概念學習,美國學者Novak于20世紀60年代提出了概念圖。根據(jù)新一輪基礎(chǔ)教育課程改革的要求,亟需改變學生的學習方式,由傳統(tǒng)被動的接受學習轉(zhuǎn)為主動探究的自主學習。如今的教育現(xiàn)狀中確實存在不重視引導學生自主學習的問題。而概念圖的構(gòu)建內(nèi)容可由學生自由選擇,構(gòu)建過程是學生自我監(jiān)控,構(gòu)建作品供學生自我總結(jié)、自我反思、自我評價,這些正是自主學習蘊含的本質(zhì)所在。因此,針對教育現(xiàn)狀存在的對自主學習缺乏足夠重視與行動的問題,結(jié)合生物學課程標準和基礎(chǔ)教育課程改革的要求,筆者將基于概念圖策略的初中生物自主學習實踐研究作為論文選題。力圖通過教學實踐來探討究竟如何利用概念圖來引導學生自主學習。在理論方面,通過文獻研究尋找相關(guān)支撐。包括有關(guān)概念圖的定義、構(gòu)成和特征、類型、構(gòu)建、評價等；有關(guān)自主學習的本質(zhì)特征和起源發(fā)展等；以及概念圖與自主學習的契合點。在實踐方面,利用問卷調(diào)查的方法了解到學生自主學習的現(xiàn)狀是普遍低下。針對此問題,用實驗研究的方法探索概念圖對促進學生的自主學習是否有可行性和有效性。以廣東省東莞市寮步中學初二年級兩個平行班的學生為研究對象,分為三輪實踐,進行一學期的實驗研究。根據(jù)研究結(jié)果得出以下結(jié)論：(1)從成績來看,概念圖對學生的成績的提高有一定程度的影響,但沒有出現(xiàn)顯著性差異；(2)從自主學習情況來看,通過概念圖的學習,學生在學習動機、學習內(nèi)容和學習方法上有較為明顯的改善,出現(xiàn)顯著性差異,在學習習慣和學習結(jié)果方面差異不顯著。總體來說,概念圖對于促進學生的自主學習有一定作用；(3)從概念圖學習效果來看,大部分學生對概念圖的學習進入了狀態(tài),學生對于概念圖繪制軟件Inspiration有興趣進行進一步的學習�？梢�,概念圖對于促進學生的自主學習有可行性。在有效性上,從教師和學生兩個角度針對如何更好地利用概念圖促進學生的自主學習作出思考。
[Abstract]:Attention to the Learning of important Concepts was emphasized as a teaching suggestion in the 2011 edition of the Biology Curriculum Standards for compulsory Education. In view of concept learning, American scholar Novak put forward concept map in 1960's. According to the requirements of the new round of basic education curriculum reform, it is urgent to change the students' learning style from traditional passive learning to active inquiry autonomous learning. Today's educational situation does not pay attention to the problem of guiding students to learn autonomously. The construction of the concept map can be freely chosen by the students. The construction process is self-monitoring, construction works for students to sum up, self-reflection, self-evaluation, these are the essence of autonomous learning. Therefore, in view of the lack of attention and action on autonomous learning in the present educational situation, combining with the requirements of the curriculum standards of biology and the curriculum reform of basic education, The author chooses the research of junior high school biology autonomous learning practice based on concept map strategy as the topic of this paper. This paper tries to explore how to use concept map to guide students to learn independently through teaching practice. In theory, through literature research to find relevant support. It includes the definition, constitution, type, construction and evaluation of concept map; the essential characteristics and origin and development of autonomous learning; and the convergence point between concept map and autonomous learning. In practice, the method of questionnaire survey shows that the present situation of autonomous learning is generally low. In order to solve this problem, the feasibility and effectiveness of concept map for promoting students' autonomous learning are explored by means of experimental research. Taking the students of two parallel classes in the second grade of junior middle school in Dongguan City, Guangdong Province as the research object, the students are divided into three rounds of practice, and the experimental research is carried out for one semester. According to the results of the study, the following conclusions are drawn: (1) from the point of view of achievement, the concept map has a certain degree of influence on the improvement of students' performance, but there is no significant difference; (2) from the situation of autonomous learning, through the study of concept map, There are significant differences in learning motivation, learning content and learning methods, but there are no significant differences in learning habits and learning results. In general, the concept map plays a certain role in promoting students' autonomous learning. (3) from the perspective of the learning effect of the concept map, most of the students have entered the state of learning the concept map. Students are interested in further study of the concept mapping software Inspiration. Thus, the concept map is feasible for promoting students' autonomous learning. In the aspect of effectiveness, the author thinks about how to make better use of concept map to promote students' autonomous learning from the perspectives of teachers and students.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.91
本文編號：2272484
[Abstract]:Attention to the Learning of important Concepts was emphasized as a teaching suggestion in the 2011 edition of the Biology Curriculum Standards for compulsory Education. In view of concept learning, American scholar Novak put forward concept map in 1960's. According to the requirements of the new round of basic education curriculum reform, it is urgent to change the students' learning style from traditional passive learning to active inquiry autonomous learning. Today's educational situation does not pay attention to the problem of guiding students to learn autonomously. The construction of the concept map can be freely chosen by the students. The construction process is self-monitoring, construction works for students to sum up, self-reflection, self-evaluation, these are the essence of autonomous learning. Therefore, in view of the lack of attention and action on autonomous learning in the present educational situation, combining with the requirements of the curriculum standards of biology and the curriculum reform of basic education, The author chooses the research of junior high school biology autonomous learning practice based on concept map strategy as the topic of this paper. This paper tries to explore how to use concept map to guide students to learn independently through teaching practice. In theory, through literature research to find relevant support. It includes the definition, constitution, type, construction and evaluation of concept map; the essential characteristics and origin and development of autonomous learning; and the convergence point between concept map and autonomous learning. In practice, the method of questionnaire survey shows that the present situation of autonomous learning is generally low. In order to solve this problem, the feasibility and effectiveness of concept map for promoting students' autonomous learning are explored by means of experimental research. Taking the students of two parallel classes in the second grade of junior middle school in Dongguan City, Guangdong Province as the research object, the students are divided into three rounds of practice, and the experimental research is carried out for one semester. According to the results of the study, the following conclusions are drawn: (1) from the point of view of achievement, the concept map has a certain degree of influence on the improvement of students' performance, but there is no significant difference; (2) from the situation of autonomous learning, through the study of concept map, There are significant differences in learning motivation, learning content and learning methods, but there are no significant differences in learning habits and learning results. In general, the concept map plays a certain role in promoting students' autonomous learning. (3) from the perspective of the learning effect of the concept map, most of the students have entered the state of learning the concept map. Students are interested in further study of the concept mapping software Inspiration. Thus, the concept map is feasible for promoting students' autonomous learning. In the aspect of effectiveness, the author thinks about how to make better use of concept map to promote students' autonomous learning from the perspectives of teachers and students.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.91
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