【摘要】：創(chuàng)新思維和創(chuàng)新能力培養(yǎng)是中學(xué)教育的重要內(nèi)容,可以在教育活動的任何一個環(huán)節(jié)中體現(xiàn)。本文探討了在高中生物學(xué)科學(xué)史內(nèi)容教學(xué)中運用思維導(dǎo)圖教學(xué)策略,以提高學(xué)生創(chuàng)新思維、創(chuàng)新能力和學(xué)習(xí)興趣的基本方法,期望為一線教師的相關(guān)教學(xué)實踐提供參考。在教學(xué)實踐中,可以采用講授法、問題探究法、小組討論法、讀書指導(dǎo)法和自主學(xué)習(xí)法等教法和學(xué)法將思維導(dǎo)圖教學(xué)模式應(yīng)用到教學(xué)實踐中。授課前發(fā)放導(dǎo)學(xué)案,引導(dǎo)學(xué)生進行課前預(yù)習(xí),鼓勵學(xué)生對實驗設(shè)計提出改進方案,或提出新問題以及解決辦法。課堂教學(xué)中,將學(xué)生分小組,在小組內(nèi)討論和繪制思維導(dǎo)圖,以有效地鍛煉學(xué)生的合作能力、總結(jié)能力和探究能力;此外,小組討論方式還有利于學(xué)生發(fā)散思維的建立,創(chuàng)新思維和創(chuàng)新能力的提高。授課時,每小組選一位同學(xué)作為代表,上臺演示自己小組的學(xué)習(xí)成果,教師可以即時評價,即時反饋。思維導(dǎo)圖教學(xué)策略運用到科學(xué)史內(nèi)容教學(xué)中時,指導(dǎo)學(xué)生注意將思維導(dǎo)圖所含有的思維模式引入學(xué)習(xí)中,讓學(xué)生理解并掌握這一工具的理念、特點和制作方法等,以促進高中生養(yǎng)成良好的學(xué)習(xí)習(xí)慣,并達到提高學(xué)生創(chuàng)新思維和創(chuàng)新能力的目標(biāo)。相關(guān)內(nèi)容試卷的測試和問卷調(diào)查的結(jié)果表明,高中生物課程中科學(xué)史內(nèi)容的教學(xué),有利于培養(yǎng)學(xué)生樹立敢于質(zhì)疑的科學(xué)態(tài)度,激活學(xué)生的創(chuàng)新思維,提高學(xué)生的創(chuàng)新能力。高中生物學(xué)科學(xué)史內(nèi)容教學(xué)中采用思維導(dǎo)圖教學(xué)模式是提升高中生創(chuàng)新思維、創(chuàng)新能力和學(xué)習(xí)興趣的有效途徑。
[Abstract]:The cultivation of innovative thinking and innovative ability is an important content of middle school education, which can be reflected in any link of educational activities. This paper discusses the application of thinking map teaching strategy in the teaching of the history of biology science in senior high school in order to improve the basic methods of students' creative thinking, innovative ability and learning interest. It is expected to provide reference for the teaching practice of front-line teachers. In the teaching practice, teaching methods such as teaching method, question inquiry method, group discussion method, reading guidance method and autonomous learning method can be used to apply the thinking map teaching mode to the teaching practice. In order to guide students to carry out pre-class study, students are encouraged to propose improvement plans for experimental design, or to propose new problems and solutions. In the classroom teaching, the students are divided into groups to discuss and draw the thought map in order to effectively train the students' cooperative ability, summing up the ability and exploring ability; In addition, the way of group discussion is beneficial to the establishment of divergent thinking, the improvement of innovative thinking and innovative ability. When teaching, each group chooses a classmate as the representative, on stage to demonstrate their own group's learning results, teachers can immediately evaluate, instant feedback. When the strategy of thinking map teaching is applied to the teaching of the history of science, the students should pay attention to introducing the thinking mode contained in the thought map into their study, so that the students can understand and master the idea, characteristics and methods of making this tool, and so on. In order to promote high school students to develop good learning habits, and achieve the goal of improving students' innovative thinking and innovative ability. The results of test paper and questionnaire survey show that the teaching of history of science in biology curriculum of senior high school is helpful to cultivate students' scientific attitude of questioning, activate students' creative thinking and improve their creative ability. It is an effective way to improve the creative thinking, creative ability and learning interest of senior high school students by using the thinking map teaching mode in the teaching of history of biology science in senior high school.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91

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本文編號：2459933