【摘要】：策略教學是探討學習策略訓練的重點內(nèi)容。以中學生為對象,本研究探討了概念圖策略教學的有效性問題。研究一采用問卷調(diào)查法,對上海市兩所中學的中學生進行施測,以分析中學生的學習策略整體水平,不同年級以及不同性別學生的策略發(fā)展狀況,以及學習策略運用水平與學業(yè)成就間的關(guān)系。研究二采用4×2準實驗設(shè)計,自變量為概念圖策略的教學處置(繪制概念圖組,閱讀概念圖組,腳手架式概念圖組,控制組)和先前知識,因變量為科學科目的觀念性知識和推理知識,結(jié)合自編的概念圖策略教學效果調(diào)查問卷,比較引入概念圖策略的三種方式的教學成效。研究發(fā)現(xiàn):1、中學生的學習策略運用處于"一般水平"。2、中學生的學習策略運用水平不會自發(fā)地隨課程學習而增長。3、學習策略運用水平影響科學科目的學業(yè)成績,策略運用水平高的學生,科學科目的學業(yè)成績較好。4、課堂教學情境下的概念圖策略能夠改善中學生科學科目的學業(yè)成績。5、與繪制概念圖和閱讀概念圖相比,腳手架式概念圖策略的教學成效佳。6、高先前知識和低先前知識的學生都能夠從概念圖策略教學中獲益,概念圖策略的教學處置與先前知識不存在交互作用。本研究嘗試在課堂教學情境下進行概念圖策略教學實驗,可以為中學生的學科策略教學提供支持,同時也豐富了概念圖策略教學的研究,對策略教學方法論有一定支持作用。
[Abstract]:Strategy teaching is the key content of learning strategy training. Taking middle school students as the object, this study discusses the effectiveness of concept map strategy teaching. In order to analyze the overall level of learning strategies, the development of strategies in different grades and genders, and the relationship between the level of learning strategies and academic achievement, the questionnaire survey was conducted to analyze the overall level of learning strategies, the development of strategies in different grades and genders, and the relationship between the level of learning strategies and academic achievement. In the second study, 4 脳 2 quasi-experimental design was used, and the independent variables were the teaching disposal of concept map strategy (drawing concept map group, reading concept map group, scaffolding concept map group, control group) and previous knowledge. The dependent variables were conceptual knowledge and reasoning knowledge of science subjects. Combined with the self-designed questionnaire of concept map strategy teaching effect, the teaching effects of three methods of concept map strategy were compared. It is found that: 1, the use of learning strategies of middle school students is at the "general level". 2, the application level of learning strategies of middle school students will not increase spontaneously with the course learning. 3, the level of learning strategy application affects the academic performance of science subjects, and the students with high level of strategy use have better academic performance in science subjects. The concept map strategy in classroom teaching situation can improve the academic performance of middle school students in science subjects. 5. Compared with drawing concept map and reading concept map, scaffolding concept map strategy has better teaching effect. 6, students with high prior knowledge and low prior knowledge can benefit from concept map strategy teaching, and there is no interaction between concept map strategy teaching disposal and previous knowledge. This study attempts to carry out the concept map strategy teaching experiment in the classroom teaching situation, which can provide support for the subject strategy teaching of middle school students, at the same time, it also enriches the research of concept map strategy teaching, and plays a certain supporting role in the strategy teaching methodology.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.4

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