基于思维导图的中学物理教学实证研究
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摘要
创新思维是创新时代对人才的呼唤，学会思维是创新时代对教育提出的要求，为思维而教是教育的重要目的以创新思维能力提升为目的，注重人的思维发展是人才培养的实践路径教育就其自身而言，原本就有培养学生思维能力的重要任务国外学者提出的思维导图是一种有效使用大脑的思考方法，它是由主题节点连线文字图像和色彩等多种形式构成的结构网络图，可以从多维度来储存组织表征和优化信息思维导图模拟人脑神经网络结构，以视觉形象化的图示展现认知结构外化大脑图谱近年来，国外学者开展了大量思维导图的教学实践研究，并在促进学生知识建构和认知发展等方面成效显著相比而言，国内对思维导图在教育领域的应用研究和实践研究很少，也缺乏思维导图在具体学科教学中全面而深入的系统研究为此，本文进行基于思维导图的中学物理教学实证研究，审视和定位基于思维导图的教学对理解教学功能教学目标教学形态教学活动进而对教学实践的影响，开展从教学理念到教学行为的系统研究
物理科学作为自然科学的重要分支，蕴含丰富的知识方法态度和精神论文综合科学教育脑科学认知心理学思维科学等相关研究成果，以中学物理课程学习为基础，以思维导图的潜藏教育价值为契机，以实现学生的思维发展为目的，开展基于思维导图的中学物理教学实证研究论文共分为八章，涵盖四个主要研究问题：思维导图的本体研究基于思维导图的物理教学理论研究基于思维导图的物理教学实验研究和基于思维导图的物理教学策略研究其中，基于思维导图的物理教学理论研究包括三部分：基于思维导图的教学价值追求基于思维导图的物理教学设计和基于思维导图的物理教学方案设计
思维导图的本体研究部分，通过文献研究和相关书籍的研读，回答了思维导图究竟是什么？这一问题，包含思维导图研究的理论基础思维导图的内涵本质和功能，具体内容为：脑科学理论多元智力理论和知识可视化理论对思维导图研究发展的影响；思维导图的含义和特点思维导图的结构和类型思维导图的构建过程思维导图的可视化评价；思维导图的神经生物学基础思维导图的认知心理学本质和思维导图的建构主义心理学实质；思维导图的描述功能表征功能设计功能和评价功能
基于思维导图的物理教学理论研究部分，以思维导图的本体研究为基础，通过对思维导图的全面认识之后，挖掘思维导图优化和完善教学和评价的功能，回答了基于思维导图的物理教学是什么样？的问题，提出了基于思维导图的中学物理教学理念和基于思维导图的中学物理教学设计思想，并在此基础上选取光现象教学内容，设计了基于思维导图的中学物理教学方案具体内容包括：对物理教学和物理教学活动的复杂性论证性过程性和生成性认识，以及教师在教学过程中的实践智慧者和思维潜能开发者作用的探讨；提出基于思维导图的教学目的教学原则教学内容教学过程和教学策略；分析基于思维导图的光现象教学流程，并设计了各节内容的教学方案
基于思维导图的物理教学实验研究部分，以教学方案设计为依据，开展基于思维导图的物理教学实践活动，通过实验班和控制班相比较的教育实验试卷测试问卷调查课堂观察和访谈，分析和讨论基于思维导图的物理教学对学生学习成绩和思维能力方面的影响，并考察基于思维导图的物理教学对不同程度和不同性别学生的影响效果，了解教师和学生对新教学的态度和看法结果显示，相比于普通教学，基于思维导图的物理教学提高了学生的学习成绩，尤其对于班级中等部分学生的影响效果最明显，他们的成绩提高也最显著；实验教学提高了学生对知识的理解能力和综合应用能力；实验教学同时提高了男生和女生的学习成绩，之间并不存在性别上的显著差异；教师和学生很喜欢实验教学，对实验教学持积极肯定的态度，并希望以后继续开展基于思维导图的物理教学
基于思维导图的物理教学实施策略研究部分，以基于思维导图的物理教学理论分析与实践开展为导向和启发，从教师教学理念师生在教学过程中的角色教学活动的灵活实施和教学评价四个方面，提出了实践中进行基于思维导图的物理教学优化策略具体内容有：更新教师教学理念教学目标再定位，立足于发展学生的思维，强化学生的思维培养；突出学生学习的主体地位，完善教师职能，切实发挥教师的促进者作用；构建系统化的物理知识，帮助学生形成知识网络，促进学生点线面体思维的发展；关注学生思维状态，适时为学生提供思维内容，给予学生思考问题的时间和空间；灵活选择构图时机，有效促进学生思考；最后，创建问题解决式教学评价和回环反馈的教学评价，寻求发展性评价
"Creative thinking" is the call of new age to talented person;"learning to think" isthe request of the new age to education,"teaching for thinking" is the important goalof education. For the purpose to enhance the creative thinking ability of people,attaching attention to people's thinking development is the practical path of thetalented training. Cultivating students' thinking ability is originally education’s ownimportant task. Mind mapping proposed by a foreign scholar is a kind of effectivethinking method of using brain, which is a network diagram formed of many kinds ofstructure, thus as theme, node, attachment, words, image and color and so on; whichalso can store, organize, characterize and optimize of information frommultidimensions.Mind mapping analogies cranial nerve network structure, showscognitive structure and brain mapping with visual imagery graphic. In recent years,foreign scholars carry out a lot of mind map teaching practice research, and obtaineffective results in promoting students' knowledge construction and cognitivedevelopment. In contrast, applied research and practical research of mind mapping inthe field of education in domestic is rarely, and there also lacks comprehensive andthorough system research on mind mapping in specific subject teaching.Thus, wecarry out an empirical research of middle school physics instruction based on mindmapping, in which we survey and position the impact of instruction on mind mappingto our understanding of teaching function, teaching objective, teaching form, teachingactivities and teaching practice, complete a system research from teaching concept toteaching behavior.
Physics science as an important branch of the natural science contains abundantknowledge, methods, attitude and spirit. The paper carries on physics instruction inmiddle school based on mind mapping in order to develop students' thinking, with theresearch achievements of science education, brain science, cognitive psychology,thinking science and so on, so as to fullly play education value of mind map. Thepaper can be divided into eight chapters, covers four main questions: mind mapping'sontology research, physics instruction theory research, empirical study of physicsinstruction and physical instruction strategy research on mind mapping. Among them,physics instruction theory research on mind map includes three parts: instructionvalue pursuit, physics instruction design theory and physics instruction design.
For the part of mind mapping's ontology research, it answers the question of―what is mind map?‖through the study on literature of material and related books,which includes the basic theory study of mind map; the connotation, nature andfunction of mind map. The concrete content are the influence of brain science theory,multiple intelligence theory and knowledge visualization theory on the researchdevelopment of mind map; the meaning and characteristics, structure, types, theprocess of the construction and evaluation of mind mapping; also the neurobiologyfoundation, cognitive psychology essence and constructivism psychology source ofmind map; also the function of the mind mapping such as description, representation,design and evaluation function.
For the part of physics instruction theory research on mind map, it answers theproblem of "what is the physics instruction on mind map?" after comprehensiveunderstanding of mind mapping, and with mind map's ontology research as afoundation. Meantime the study excavates optimizing and perfecting function of mindmap to "teaching" and "learning" and "teaching evaluation", put forward physicsteaching idea and physics teaching design thought on mind map, and design physicsteaching scheme of "light phenomenon" as teaching content. The concrete contentincludes: cognition complexity, demonstration, procedure and generation of physicsteaching activities based on mind mapping; also covers the understanding of the wisepractical role of teachers in teaching process; also presents teaching objective,teaching principle, teaching content, teaching process and teaching strategies;analyses teaching process of light phenomenon and designs each section of theteaching scheme.
For the part of physics instruction empirical research, it carries practicalactivities on the basis of teaching design above through comparsion of theexperimental class and control class education experiment, paper test, questionnairesurvey, classroom observation and interview. The study analyses the influence ofexperimental teaching on students' learning achievement and thinking ability,observes and studys the effects of physics teaching on different levels and differentgender students, gives an understanding of the attitude and views of students andteachers to the new instruction. Results show that physics teaching based on mindmap improves the students' learning achievement compared with the normal teaching,especially the effect on the medium part of students' in class is most obvious, andtheir performance increases the most significant. The experimental teaching improvesthe students' understanding ability of and comprehensive application ability of knowledge.The experimental teaching improves the boys and girls' achievements atthe same time, but there is not the significant difference between sexes. Teachers andstudents like the experimental teaching.They have a positive attitude on theexperiment teaching and hope there continue to be physics teaching activities basedon mind map.
For the part of physics instruction strategies research, with the guide andinspiration of physics instruction theory and practical activities, the research proposesoptimization strategy of physics instruction in practice based on mind map from fouraspects of teaching concept, the roles of teachers and students in the process ofinstruction, flexible implementation of teaching activities and teaching evaluation.Specific content contains updating teaching idea, positioning teaching objectives,developing students' thinking, strengthening the cultivation of the students' thinking;outstanding students' subject status, improving teachers' function, and giving a play tothe teacher's promoter action; building systematic physics knowledge, helpingstudents form knowledge networks so as to develop students' dot, line, plane andsystematic thinking; timely offering content for students thinking, to pay closeattention to students' thinking state; to give enough time and space of thinking forstudents; to construct mind map timely so as to effectively promote students' thinking;finally, creating problem solving instruction evaluation and circle feedback ofteaching evaluation to seek developing evaluation.
物理科学作为自然科学的重要分支，蕴含丰富的知识方法态度和精神论文综合科学教育脑科学认知心理学思维科学等相关研究成果，以中学物理课程学习为基础，以思维导图的潜藏教育价值为契机，以实现学生的思维发展为目的，开展基于思维导图的中学物理教学实证研究论文共分为八章，涵盖四个主要研究问题：思维导图的本体研究基于思维导图的物理教学理论研究基于思维导图的物理教学实验研究和基于思维导图的物理教学策略研究其中，基于思维导图的物理教学理论研究包括三部分：基于思维导图的教学价值追求基于思维导图的物理教学设计和基于思维导图的物理教学方案设计
思维导图的本体研究部分，通过文献研究和相关书籍的研读，回答了思维导图究竟是什么？这一问题，包含思维导图研究的理论基础思维导图的内涵本质和功能，具体内容为：脑科学理论多元智力理论和知识可视化理论对思维导图研究发展的影响；思维导图的含义和特点思维导图的结构和类型思维导图的构建过程思维导图的可视化评价；思维导图的神经生物学基础思维导图的认知心理学本质和思维导图的建构主义心理学实质；思维导图的描述功能表征功能设计功能和评价功能
基于思维导图的物理教学理论研究部分，以思维导图的本体研究为基础，通过对思维导图的全面认识之后，挖掘思维导图优化和完善教学和评价的功能，回答了基于思维导图的物理教学是什么样？的问题，提出了基于思维导图的中学物理教学理念和基于思维导图的中学物理教学设计思想，并在此基础上选取光现象教学内容，设计了基于思维导图的中学物理教学方案具体内容包括：对物理教学和物理教学活动的复杂性论证性过程性和生成性认识，以及教师在教学过程中的实践智慧者和思维潜能开发者作用的探讨；提出基于思维导图的教学目的教学原则教学内容教学过程和教学策略；分析基于思维导图的光现象教学流程，并设计了各节内容的教学方案
基于思维导图的物理教学实验研究部分，以教学方案设计为依据，开展基于思维导图的物理教学实践活动，通过实验班和控制班相比较的教育实验试卷测试问卷调查课堂观察和访谈，分析和讨论基于思维导图的物理教学对学生学习成绩和思维能力方面的影响，并考察基于思维导图的物理教学对不同程度和不同性别学生的影响效果，了解教师和学生对新教学的态度和看法结果显示，相比于普通教学，基于思维导图的物理教学提高了学生的学习成绩，尤其对于班级中等部分学生的影响效果最明显，他们的成绩提高也最显著；实验教学提高了学生对知识的理解能力和综合应用能力；实验教学同时提高了男生和女生的学习成绩，之间并不存在性别上的显著差异；教师和学生很喜欢实验教学，对实验教学持积极肯定的态度，并希望以后继续开展基于思维导图的物理教学
基于思维导图的物理教学实施策略研究部分，以基于思维导图的物理教学理论分析与实践开展为导向和启发，从教师教学理念师生在教学过程中的角色教学活动的灵活实施和教学评价四个方面，提出了实践中进行基于思维导图的物理教学优化策略具体内容有：更新教师教学理念教学目标再定位，立足于发展学生的思维，强化学生的思维培养；突出学生学习的主体地位，完善教师职能，切实发挥教师的促进者作用；构建系统化的物理知识，帮助学生形成知识网络，促进学生点线面体思维的发展；关注学生思维状态，适时为学生提供思维内容，给予学生思考问题的时间和空间；灵活选择构图时机，有效促进学生思考；最后，创建问题解决式教学评价和回环反馈的教学评价，寻求发展性评价
"Creative thinking" is the call of new age to talented person;"learning to think" isthe request of the new age to education,"teaching for thinking" is the important goalof education. For the purpose to enhance the creative thinking ability of people,attaching attention to people's thinking development is the practical path of thetalented training. Cultivating students' thinking ability is originally education’s ownimportant task. Mind mapping proposed by a foreign scholar is a kind of effectivethinking method of using brain, which is a network diagram formed of many kinds ofstructure, thus as theme, node, attachment, words, image and color and so on; whichalso can store, organize, characterize and optimize of information frommultidimensions.Mind mapping analogies cranial nerve network structure, showscognitive structure and brain mapping with visual imagery graphic. In recent years,foreign scholars carry out a lot of mind map teaching practice research, and obtaineffective results in promoting students' knowledge construction and cognitivedevelopment. In contrast, applied research and practical research of mind mapping inthe field of education in domestic is rarely, and there also lacks comprehensive andthorough system research on mind mapping in specific subject teaching.Thus, wecarry out an empirical research of middle school physics instruction based on mindmapping, in which we survey and position the impact of instruction on mind mappingto our understanding of teaching function, teaching objective, teaching form, teachingactivities and teaching practice, complete a system research from teaching concept toteaching behavior.
Physics science as an important branch of the natural science contains abundantknowledge, methods, attitude and spirit. The paper carries on physics instruction inmiddle school based on mind mapping in order to develop students' thinking, with theresearch achievements of science education, brain science, cognitive psychology,thinking science and so on, so as to fullly play education value of mind map. Thepaper can be divided into eight chapters, covers four main questions: mind mapping'sontology research, physics instruction theory research, empirical study of physicsinstruction and physical instruction strategy research on mind mapping. Among them,physics instruction theory research on mind map includes three parts: instructionvalue pursuit, physics instruction design theory and physics instruction design.
For the part of mind mapping's ontology research, it answers the question of―what is mind map?‖through the study on literature of material and related books,which includes the basic theory study of mind map; the connotation, nature andfunction of mind map. The concrete content are the influence of brain science theory,multiple intelligence theory and knowledge visualization theory on the researchdevelopment of mind map; the meaning and characteristics, structure, types, theprocess of the construction and evaluation of mind mapping; also the neurobiologyfoundation, cognitive psychology essence and constructivism psychology source ofmind map; also the function of the mind mapping such as description, representation,design and evaluation function.
For the part of physics instruction theory research on mind map, it answers theproblem of "what is the physics instruction on mind map?" after comprehensiveunderstanding of mind mapping, and with mind map's ontology research as afoundation. Meantime the study excavates optimizing and perfecting function of mindmap to "teaching" and "learning" and "teaching evaluation", put forward physicsteaching idea and physics teaching design thought on mind map, and design physicsteaching scheme of "light phenomenon" as teaching content. The concrete contentincludes: cognition complexity, demonstration, procedure and generation of physicsteaching activities based on mind mapping; also covers the understanding of the wisepractical role of teachers in teaching process; also presents teaching objective,teaching principle, teaching content, teaching process and teaching strategies;analyses teaching process of light phenomenon and designs each section of theteaching scheme.
For the part of physics instruction empirical research, it carries practicalactivities on the basis of teaching design above through comparsion of theexperimental class and control class education experiment, paper test, questionnairesurvey, classroom observation and interview. The study analyses the influence ofexperimental teaching on students' learning achievement and thinking ability,observes and studys the effects of physics teaching on different levels and differentgender students, gives an understanding of the attitude and views of students andteachers to the new instruction. Results show that physics teaching based on mindmap improves the students' learning achievement compared with the normal teaching,especially the effect on the medium part of students' in class is most obvious, andtheir performance increases the most significant. The experimental teaching improvesthe students' understanding ability of and comprehensive application ability of knowledge.The experimental teaching improves the boys and girls' achievements atthe same time, but there is not the significant difference between sexes. Teachers andstudents like the experimental teaching.They have a positive attitude on theexperiment teaching and hope there continue to be physics teaching activities basedon mind map.
For the part of physics instruction strategies research, with the guide andinspiration of physics instruction theory and practical activities, the research proposesoptimization strategy of physics instruction in practice based on mind map from fouraspects of teaching concept, the roles of teachers and students in the process ofinstruction, flexible implementation of teaching activities and teaching evaluation.Specific content contains updating teaching idea, positioning teaching objectives,developing students' thinking, strengthening the cultivation of the students' thinking;outstanding students' subject status, improving teachers' function, and giving a play tothe teacher's promoter action; building systematic physics knowledge, helpingstudents form knowledge networks so as to develop students' dot, line, plane andsystematic thinking; timely offering content for students thinking, to pay closeattention to students' thinking state; to give enough time and space of thinking forstudents; to construct mind map timely so as to effectively promote students' thinking;finally, creating problem solving instruction evaluation and circle feedback ofteaching evaluation to seek developing evaluation.
引文
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