概念图的绘制及生成系统在教学中的应用研究
|
摘要
随着科学技术和信息技术的迅猛发展,教育信息化已经渗透到了学校教育的各个角落。运用建构主义学习理论建构新型教学模式,促进教学内容与方法的变革,迎接信息社会对教育的挑战,已经势在必行。纵观当前的教学现状,我们发现传统的教学方式和方法已不能从根本上改变教学现状,在这种以培养学生创新精神和创新能力的创新教育的时代背景下,必须要寻找合适的教学方式和方法。
奥苏贝尔认为,人的学习应该是意义学习。影响学习的主要因素是学习者已经掌握的知识,当学习者有意义学习的倾向,并把所要学的新知识同原来的知识联系起来时,意义学习便发生了。奥苏贝尔还认为意义学习的心理机制是同化,除了学龄前儿童,学生的学习都是通过概念同化习得新概念的。概念的上位关系、下位关系、组合关系的层级排列最终形成了学生的认知结构。而美国康奈尔大学教育系的诺瓦克(Joseph D·Novak)教授正是根据奥苏贝尔的认知同化学习理论发展出概论图并将其应用于实际教学的。
尽管概念图的最初目的是为了检测学生已有知识的情况,但是它蕴涵了丰富的教学功能。概论图不仅仅是作为一种使用工具,更应该作为一种教学的技能和策略。
本研究主要完成以下三方面的问题:
第一,探讨概念图的起源、发展和未来。这包括对概念图的由来,及其发展程度的研究、国内外对概念图的研究情况、概念图的运用前景等问题。
第二,阐述了概念图的理论基础,其后论述了在实际教学中如何使用概念图。在对概念图基本理论的研究下,深刻理解其在教学中运用的意义和作用,并结合实际学科阐述概念图在教学中的运用。
第三,概念图绘制和生成系统的设计与实现。运用C#编程语言来实现该系统,结合《教育技术学》这一学科说明该系统的应用。
With the rapid development of scientific technology and ingenerational technology, IT in education has been infiltrated into all over the corner of school education. It's imperative under the situation that using constructivism learning theory constructs new teaching model, promotes the transgeneration of teaching contents and methods, and meets the challenge of ingeneration society to education. Making a general observation of current teaching situation, we find that traditional teaching methodology cannot fundamentally change the current state of education, and it is important to find appropriate education method with increasing attention to innovation education of fostering the students' innovation spirit and ability.
Ausubel thinks that human being's learning should be meaningful learning .The most important single factor influencing learning is what the learner already knows. Meaningful learning occurs when the learners tend to learn meaningfully and relate the new facts to those learned. Ausubel also holds that the assimilation theory is the mental mechanism of meaningful learning except preschool child; learners learn new concepts by concept assimilation. The learners' cognition structure is formed by the cascade of the hypernymy, hyponymy and syntagmatic relation of concepts. Joseph D·Novak is a professor at the education department of Cornell University. His research program led to development of cognitive learning theory of Ausubel into the concept map. He also applies the theory of concept map into the practical instruction.
Although concept map was originally developed to determine students' knowledge learned, its instructional function is also powerful. Concept map can not only be used as a practical tool but also an instructional skill and strategy.
This main objective of the research is to solve the following problems:
First, discussing the origin, development and the future of concept map. This includes the research of origin and development degree of concept map, the research complexion of the concept map domestic and overseas, and the questions of application prospects of the concept map.
Second, illustrating the element of theories about concept map and how to use it in practical subject. Under researching the element of theories about concept map, the author comprehend the significance and effect of it that using in the education, and explain that concept map apply in the education and teaching combining with practical subject.
Third, the design and realization of the depiction and formation system for concept map. The system includes the drawing and generation of the concept map .The paper realizes the system under C#, and explains the application of the system combining with《Instructional Technology》.
奥苏贝尔认为,人的学习应该是意义学习。影响学习的主要因素是学习者已经掌握的知识,当学习者有意义学习的倾向,并把所要学的新知识同原来的知识联系起来时,意义学习便发生了。奥苏贝尔还认为意义学习的心理机制是同化,除了学龄前儿童,学生的学习都是通过概念同化习得新概念的。概念的上位关系、下位关系、组合关系的层级排列最终形成了学生的认知结构。而美国康奈尔大学教育系的诺瓦克(Joseph D·Novak)教授正是根据奥苏贝尔的认知同化学习理论发展出概论图并将其应用于实际教学的。
尽管概念图的最初目的是为了检测学生已有知识的情况,但是它蕴涵了丰富的教学功能。概论图不仅仅是作为一种使用工具,更应该作为一种教学的技能和策略。
本研究主要完成以下三方面的问题:
第一,探讨概念图的起源、发展和未来。这包括对概念图的由来,及其发展程度的研究、国内外对概念图的研究情况、概念图的运用前景等问题。
第二,阐述了概念图的理论基础,其后论述了在实际教学中如何使用概念图。在对概念图基本理论的研究下,深刻理解其在教学中运用的意义和作用,并结合实际学科阐述概念图在教学中的运用。
第三,概念图绘制和生成系统的设计与实现。运用C#编程语言来实现该系统,结合《教育技术学》这一学科说明该系统的应用。
With the rapid development of scientific technology and ingenerational technology, IT in education has been infiltrated into all over the corner of school education. It's imperative under the situation that using constructivism learning theory constructs new teaching model, promotes the transgeneration of teaching contents and methods, and meets the challenge of ingeneration society to education. Making a general observation of current teaching situation, we find that traditional teaching methodology cannot fundamentally change the current state of education, and it is important to find appropriate education method with increasing attention to innovation education of fostering the students' innovation spirit and ability.
Ausubel thinks that human being's learning should be meaningful learning .The most important single factor influencing learning is what the learner already knows. Meaningful learning occurs when the learners tend to learn meaningfully and relate the new facts to those learned. Ausubel also holds that the assimilation theory is the mental mechanism of meaningful learning except preschool child; learners learn new concepts by concept assimilation. The learners' cognition structure is formed by the cascade of the hypernymy, hyponymy and syntagmatic relation of concepts. Joseph D·Novak is a professor at the education department of Cornell University. His research program led to development of cognitive learning theory of Ausubel into the concept map. He also applies the theory of concept map into the practical instruction.
Although concept map was originally developed to determine students' knowledge learned, its instructional function is also powerful. Concept map can not only be used as a practical tool but also an instructional skill and strategy.
This main objective of the research is to solve the following problems:
First, discussing the origin, development and the future of concept map. This includes the research of origin and development degree of concept map, the research complexion of the concept map domestic and overseas, and the questions of application prospects of the concept map.
Second, illustrating the element of theories about concept map and how to use it in practical subject. Under researching the element of theories about concept map, the author comprehend the significance and effect of it that using in the education, and explain that concept map apply in the education and teaching combining with practical subject.
Third, the design and realization of the depiction and formation system for concept map. The system includes the drawing and generation of the concept map .The paper realizes the system under C#, and explains the application of the system combining with《Instructional Technology》.
引文
[1]刘万年,冯晓晴.教育信息化与信息化教育[J].电化教育研究.2003,10.
[2]钟志贤著.深呼吸:素质教育进行时[M].北京:教育科学出版社.2003,24.
[3]钟志贤著.信息化教学模式:理论构建与实践例说[M].北京:教育科学出版社.2005,12,P16.
[4]钟志贤著.信息化教学模式:理论构建与实践例说[M].北京:教育科学出版社.2005,12,P292.
[5]陈春生.概念地图支持的教学研究.学位论文.2004,5.
[6]朱学庆.概念图的知识及其研究综述[J].上海教育科研.2002,10.
[7]http://www.classes,aces.uiuc.edu\ACES100\Mind\c-m2,html,05/23/2002
[8]http://www.aldridgeshs,qld.edu.au/sose/mindmaps/kind,htm
[9]http://www.jiaoyu,net.cn/Html/jyjx/jyjx/JUSQ61917213947,html
[10]傅华平.对元认知在科学知识结构化过程中作用的思考--以概念图为例[J].科学教育.2006,5.
[11]罗伯特·斯莱文著,姚梅林译.教育心理学理论与实践[M].人民邮电出版社.2004.7.
[12]张丽萍.我国概念图研究概览[J].现代教育技术.2007,5.
[13]张冬梅.中学化学教学测量与评估中的概念图研究[D].南京:南京师范大学.2004,14-17.
[14]王立君.物理概念图试题的评分方法[J].心理发展与教育.2004,(4):84.
[15]杜伟宇,季春阳,梁 红.概念图在测评中的应用--一种现代认知心理学的测评方法[J].宁波大学学报(教育科学版).2004,(1):27-28.
[16]王立君,姚广真.物理概念图试题的评分方法[J].心理发展与教育.2004,(4):85-87.
[17]永刚.概念图作为教学评价工具的发展[J].学科教育.2004,(7):44-45.
[18]永刚.概念图作为教学评价工具的发展[J].学科教育.2004,(7):46.
[19]Beyerbach,B.A.& Smith,J.M.(1990).Using a Computerized Concept Mapping Program to Assess to Preservice Teachers' Thinking about Effective Teaching.Journal of in Science Teaching:v27 n10 p973-85.
[20]Martin,D.J.(1994).Concept Mapping as an Aid to Lesson Planning:A longitudinal Study.Journal of Elementary Science Education:v6n2p11-30.
[21]Jegede,O.J.&Others.(1989).The Effect of a Metacognitive Stragtegy on Students' Anxiety and Achievement in Biology.Eric digest ED313219.
[22]Novak,J.D.(2002).Meaningful Learning:The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners.Science Education,v86n4 p548-71.
[23]Russell,R.S.& Meikamp,J.(1994).Creativity Training----A Practical Teaching Strategy..Proceeding of the Annual National Conference of the American Councilon Rural Special Education(ACRES)(14th,Austin,Texas,March23-26).
[24]Roth,W.M.,and Roychoudhury,A.The Social Construction of Scientific Concepts for the Concept Map as Conscription Device and Tool for Social Thinking in High School Science Science Education,1992,76(5),531- 557.
[25]Stoyanova,N.& Kommers,P.(2002).Concept Mapping as a Medium of Shared Cognition in Computer-Supported Collaborative Problem Solving.Journal of Interactive Learning Research,v13 n1-2 p111-33.
[26]毛丽红.概念图在教育知识管理中的应用探讨[J].教学管理.2007,7.
[27]Gravett,S.J.& Swart,E.(1997).Concept Mapping:A Tool for Promoting and Assessing Conceptual Change.South African Journal of High Education,v11 n2 p122-26.
[28]Beyerbach,B.A.(1986).Concept Mapping in Assessing Prospective Teachers' Conceptual Development.Eric digest ED291800.
[29]Stow,W.(1997).Concept Mapping:A Tool for Self-Assessment? Primary Science Review,n49 p17-25.
[30]杨开城,李文光.现代教学设计的理论体系构想. http://www.edu,cn/20020416/3025055/shtml,04/28/2004.
[31]谭姣连.基于意图驱使的家学设计及其概念图制作[J].中国电化教育.2004,8.
[32]杨淑莲.概念图在促进非良构领域知识结构化中的应用[J].中国电化教育.2004,8.
[33]李和平.概念图及其在知识表征中的应用[J].南昌高专学报.2006,3.
[34]王大平.概念图的理论及其在教学中的应用[J].现代教育技术.2004.6.
[35]李哉平.概念图与化学教学策略的最优化[J].中小学教材教学(月刊).2005,12.
[36]余民宁.《有意义学习--概念图的研究》[M].台湾:商鼎文化出版社.1997.
[37]祝智庭、钟志贤.《现代教育技术--促进多元智能发展》[M].上海:华东师范大学出版社.2003.
[38]高文.《教学模式论》[M].上海:上海教育出版社.2002.
[39]东尼·博赞.《思维导图-大脑使用说明书》[M].北京:外语教学与研究出版社.2005.
[40]吴晓郁.《概念图及其应用》[M].上海教育科学研究院.http://www,elab.org.cn/worldwide/assessment/assessment_02,htm
[41]陈桂生.《教育学的建构》[M].长沙:湖南教育出版社.1998.
[42]Joseph.D.Novak & D.B.Gowin(1984):Learning Howto Learn.New York and Cambridge,UK:Cambridge University Press.
[43]Joseph.D.Novak(2000):The Theory Underlying Concept Maps and To Construct Them,Internet.
[44]杨文圣,李振云.《试析发散思维是创新思维的核心》[J].衡水师专学报.2003,12.
[45]赵国庆,陆志坚.《“概念图”与“思维导图”辨析》[J].中国电化教育.2004,8.
[46]施良方.学习论[M].北京:人民教育出版社.2003.
[47]王磊等.《科学学习与教学心理学基础》[M].西安:陕西师范大学出版社.2002.
[49]裴新宁.《概念图及其在理科教学中的应用》[J].全球教育展望.2001,8.
[50]http://www,blogcn,com/User2/qever/index,html?tp=教学研究.
[51]希建华,赵国庆.《“概念图”解读:背景、理论、实践及发展--访教育心理学国际著名专家约瑟夫·D·诺瓦克教授》[J].开放教育 研究.2006.12.
[52]何克抗,郑永柏,谢幼如.《教学系统设计》[M].北京师范大学出版社.2002.
[53]Maria Araceli Ruiz- Primo and Richard J.Shavelson.Problemand Issues in the Use of Concept Maps in Science Assessment.Journal of Research in Science Teaching,1996,33(6).
[54]丁朝蓬.《新课程评价的理念与方法》[M].北京:人民教育出版社.2003,(6).
[55]山西省中小学计算机教育中心.《信息技术(高中版)》.太原:山西经济出版社.2000,8.
[56]张剑平.现代教育技术--理论与应用[M].北京:高等教育出版社.2006,6.
[2]钟志贤著.深呼吸:素质教育进行时[M].北京:教育科学出版社.2003,24.
[3]钟志贤著.信息化教学模式:理论构建与实践例说[M].北京:教育科学出版社.2005,12,P16.
[4]钟志贤著.信息化教学模式:理论构建与实践例说[M].北京:教育科学出版社.2005,12,P292.
[5]陈春生.概念地图支持的教学研究.学位论文.2004,5.
[6]朱学庆.概念图的知识及其研究综述[J].上海教育科研.2002,10.
[7]http://www.classes,aces.uiuc.edu\ACES100\Mind\c-m2,html,05/23/2002
[8]http://www.aldridgeshs,qld.edu.au/sose/mindmaps/kind,htm
[9]http://www.jiaoyu,net.cn/Html/jyjx/jyjx/JUSQ61917213947,html
[10]傅华平.对元认知在科学知识结构化过程中作用的思考--以概念图为例[J].科学教育.2006,5.
[11]罗伯特·斯莱文著,姚梅林译.教育心理学理论与实践[M].人民邮电出版社.2004.7.
[12]张丽萍.我国概念图研究概览[J].现代教育技术.2007,5.
[13]张冬梅.中学化学教学测量与评估中的概念图研究[D].南京:南京师范大学.2004,14-17.
[14]王立君.物理概念图试题的评分方法[J].心理发展与教育.2004,(4):84.
[15]杜伟宇,季春阳,梁 红.概念图在测评中的应用--一种现代认知心理学的测评方法[J].宁波大学学报(教育科学版).2004,(1):27-28.
[16]王立君,姚广真.物理概念图试题的评分方法[J].心理发展与教育.2004,(4):85-87.
[17]永刚.概念图作为教学评价工具的发展[J].学科教育.2004,(7):44-45.
[18]永刚.概念图作为教学评价工具的发展[J].学科教育.2004,(7):46.
[19]Beyerbach,B.A.& Smith,J.M.(1990).Using a Computerized Concept Mapping Program to Assess to Preservice Teachers' Thinking about Effective Teaching.Journal of in Science Teaching:v27 n10 p973-85.
[20]Martin,D.J.(1994).Concept Mapping as an Aid to Lesson Planning:A longitudinal Study.Journal of Elementary Science Education:v6n2p11-30.
[21]Jegede,O.J.&Others.(1989).The Effect of a Metacognitive Stragtegy on Students' Anxiety and Achievement in Biology.Eric digest ED313219.
[22]Novak,J.D.(2002).Meaningful Learning:The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners.Science Education,v86n4 p548-71.
[23]Russell,R.S.& Meikamp,J.(1994).Creativity Training----A Practical Teaching Strategy..Proceeding of the Annual National Conference of the American Councilon Rural Special Education(ACRES)(14th,Austin,Texas,March23-26).
[24]Roth,W.M.,and Roychoudhury,A.The Social Construction of Scientific Concepts for the Concept Map as Conscription Device and Tool for Social Thinking in High School Science Science Education,1992,76(5),531- 557.
[25]Stoyanova,N.& Kommers,P.(2002).Concept Mapping as a Medium of Shared Cognition in Computer-Supported Collaborative Problem Solving.Journal of Interactive Learning Research,v13 n1-2 p111-33.
[26]毛丽红.概念图在教育知识管理中的应用探讨[J].教学管理.2007,7.
[27]Gravett,S.J.& Swart,E.(1997).Concept Mapping:A Tool for Promoting and Assessing Conceptual Change.South African Journal of High Education,v11 n2 p122-26.
[28]Beyerbach,B.A.(1986).Concept Mapping in Assessing Prospective Teachers' Conceptual Development.Eric digest ED291800.
[29]Stow,W.(1997).Concept Mapping:A Tool for Self-Assessment? Primary Science Review,n49 p17-25.
[30]杨开城,李文光.现代教学设计的理论体系构想. http://www.edu,cn/20020416/3025055/shtml,04/28/2004.
[31]谭姣连.基于意图驱使的家学设计及其概念图制作[J].中国电化教育.2004,8.
[32]杨淑莲.概念图在促进非良构领域知识结构化中的应用[J].中国电化教育.2004,8.
[33]李和平.概念图及其在知识表征中的应用[J].南昌高专学报.2006,3.
[34]王大平.概念图的理论及其在教学中的应用[J].现代教育技术.2004.6.
[35]李哉平.概念图与化学教学策略的最优化[J].中小学教材教学(月刊).2005,12.
[36]余民宁.《有意义学习--概念图的研究》[M].台湾:商鼎文化出版社.1997.
[37]祝智庭、钟志贤.《现代教育技术--促进多元智能发展》[M].上海:华东师范大学出版社.2003.
[38]高文.《教学模式论》[M].上海:上海教育出版社.2002.
[39]东尼·博赞.《思维导图-大脑使用说明书》[M].北京:外语教学与研究出版社.2005.
[40]吴晓郁.《概念图及其应用》[M].上海教育科学研究院.http://www,elab.org.cn/worldwide/assessment/assessment_02,htm
[41]陈桂生.《教育学的建构》[M].长沙:湖南教育出版社.1998.
[42]Joseph.D.Novak & D.B.Gowin(1984):Learning Howto Learn.New York and Cambridge,UK:Cambridge University Press.
[43]Joseph.D.Novak(2000):The Theory Underlying Concept Maps and To Construct Them,Internet.
[44]杨文圣,李振云.《试析发散思维是创新思维的核心》[J].衡水师专学报.2003,12.
[45]赵国庆,陆志坚.《“概念图”与“思维导图”辨析》[J].中国电化教育.2004,8.
[46]施良方.学习论[M].北京:人民教育出版社.2003.
[47]王磊等.《科学学习与教学心理学基础》[M].西安:陕西师范大学出版社.2002.
[49]裴新宁.《概念图及其在理科教学中的应用》[J].全球教育展望.2001,8.
[50]http://www,blogcn,com/User2/qever/index,html?tp=教学研究.
[51]希建华,赵国庆.《“概念图”解读:背景、理论、实践及发展--访教育心理学国际著名专家约瑟夫·D·诺瓦克教授》[J].开放教育 研究.2006.12.
[52]何克抗,郑永柏,谢幼如.《教学系统设计》[M].北京师范大学出版社.2002.
[53]Maria Araceli Ruiz- Primo and Richard J.Shavelson.Problemand Issues in the Use of Concept Maps in Science Assessment.Journal of Research in Science Teaching,1996,33(6).
[54]丁朝蓬.《新课程评价的理念与方法》[M].北京:人民教育出版社.2003,(6).
[55]山西省中小学计算机教育中心.《信息技术(高中版)》.太原:山西经济出版社.2000,8.
[56]张剑平.现代教育技术--理论与应用[M].北京:高等教育出版社.2006,6.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |