运用思维导图优化中学物理课堂教学的研究
|
摘要
目前,思维导图作为一种新兴的思维工具和学习方法在中学教学中发展迅速。其在中学物理教学的应用价值已被广大教育工作者认同,但是在应用思维导图优化中学物理课堂教学方面还没有专门的论述。本文以思维导图、发散思维、建构主义和皮亚杰认知发展学说为理论基础,结合中学物理课堂教学的特点,综合当代中学生学习物理的思维特点,将思维导图与中学物理课堂教学有机地结合起来,并对其进行了初步的探讨。通过应用思维导图对中学物理各种课型进行优化课堂教学的研究,总结了一些积极有效的教学经验。
本文共分五章:第一章简单叙述了该论题的提出和国内外研究现状以及研究的目的和意义;第二章从思维导图、发散思维、建构主义和皮亚杰认知发展学说四个方面论述了该论题的理论依据;第三章阐述了物理课堂教学思维导图的绘制方法,包括手工“纸+笔”绘制和计算机绘制,以及绘制的技巧;第四章分别从概念课、规律课、实验课、复习课和习题课五个方面详细论述了思维导图在课堂教学中的具体应用:物理概念的教学主要是应用思维导图展示概念的引入、揭示概念的本质和展现概念之间的区别和联系;规律教学主要是用思维导图再现规律的形成过程,并强调规律的物理意义和适用范围;实验教学主要是用思维导图引导学生得出实验的步骤及注意事项,让学生对实验过程有个深刻的认识;复习课教学主要是把整章物理知识形成一个思维导图网络,并在作图的过程在让学生体会这个网络的形成过程,从而很好地掌握物理知识;习题教学主要是用思维导图把解题思路形象地展现在学生的面前,教会学生灵活运用学过的物理知识,发散思维,举一反三,一题多解。第五章是对思维导图优化中学物理课堂教学的思考与展望,以及本论文研究的不足之处和一些不成熟的建议。
At present, being a new tool of thought and a new learning method, the Mind Map develops quickly in the teaching of middle school. It's application value in the middle school physics teaching has been widely accepted by the general educator, but there isn't a special discussion in applying the Mind Map into optimize the physical classroom instruction of middle school. Regarding the Mind Map, divergent thinking, constructivism, and genetic epistemology of J.Piaget as the theoretical foundation, combining the characteristic of physical classroom instruction of middle school, and colligating the thinking characteristic of contemporary middle school student in physics study, this paper leads the Mind Map and physical classroom instruction of middle school to combine together organically, and carries on a discussion preliminarily. We has summarized some positive and effective teaching experience through the study of applying the Mind Map into the optimization of classroom instruction with various lessons type of physics of middle school.
This paper is divided into five chapters. In the first chapter, we briefly discuss the proposition of this thesis, the current situation of the works both at home and abroad, and the purpose and meaning of study. In the second chapter, we elaborate theory foundation of this thesis from the Mind Map, divergent thinking, constructivism, and genetic epistemology of J. Piaget. In the third chapter, we elaborate the method of drawing physics classroom teaching Mind Map, including handwork "paper and pen" plan, computer plan, and plan skill. In the forth chapter, from the five aspects of concept lesson, law lesson, experiment lesson, review lesson and exercise lesson, we elaborate the concrete application of the Mind Map in classroom teaching. Teaching of the physical concept is mainly to show the introduction of the concept, to reveal the essence of the concept, and to give the difference and connection between the concepts. Teaching of law is mainly to use the Mind Map to reproduce the forming process of the laws, and to emphasize the physical meaning and applicable scope of the law. Teaching of experiment is mainly to use the Mind Map to lead students to obtain the step of the experiment and the instructions, so as to have a deep understanding of the experiment. Teaching of the review lesson is mainly to transform the physical knowledge of the whole chapter into the Mind Map network, and to let students realize the forming process of this network in the course of drawing, so as to grasp physical knowledge well. Teaching of exercise is mainly to use the Mind Map to show the thinking of solution to students vividly, and to teach students to use the studied physical knowledge flexibly, such as dispersed thinking, extrapolation, topic multi- solutions. In the fifth chapter, we think the Mind Map on the optimization of the physical classroom instruction in the middle school, look forward to the future, and give some deficiency of the present research and some tactless proposal.
本文共分五章:第一章简单叙述了该论题的提出和国内外研究现状以及研究的目的和意义;第二章从思维导图、发散思维、建构主义和皮亚杰认知发展学说四个方面论述了该论题的理论依据;第三章阐述了物理课堂教学思维导图的绘制方法,包括手工“纸+笔”绘制和计算机绘制,以及绘制的技巧;第四章分别从概念课、规律课、实验课、复习课和习题课五个方面详细论述了思维导图在课堂教学中的具体应用:物理概念的教学主要是应用思维导图展示概念的引入、揭示概念的本质和展现概念之间的区别和联系;规律教学主要是用思维导图再现规律的形成过程,并强调规律的物理意义和适用范围;实验教学主要是用思维导图引导学生得出实验的步骤及注意事项,让学生对实验过程有个深刻的认识;复习课教学主要是把整章物理知识形成一个思维导图网络,并在作图的过程在让学生体会这个网络的形成过程,从而很好地掌握物理知识;习题教学主要是用思维导图把解题思路形象地展现在学生的面前,教会学生灵活运用学过的物理知识,发散思维,举一反三,一题多解。第五章是对思维导图优化中学物理课堂教学的思考与展望,以及本论文研究的不足之处和一些不成熟的建议。
At present, being a new tool of thought and a new learning method, the Mind Map develops quickly in the teaching of middle school. It's application value in the middle school physics teaching has been widely accepted by the general educator, but there isn't a special discussion in applying the Mind Map into optimize the physical classroom instruction of middle school. Regarding the Mind Map, divergent thinking, constructivism, and genetic epistemology of J.Piaget as the theoretical foundation, combining the characteristic of physical classroom instruction of middle school, and colligating the thinking characteristic of contemporary middle school student in physics study, this paper leads the Mind Map and physical classroom instruction of middle school to combine together organically, and carries on a discussion preliminarily. We has summarized some positive and effective teaching experience through the study of applying the Mind Map into the optimization of classroom instruction with various lessons type of physics of middle school.
This paper is divided into five chapters. In the first chapter, we briefly discuss the proposition of this thesis, the current situation of the works both at home and abroad, and the purpose and meaning of study. In the second chapter, we elaborate theory foundation of this thesis from the Mind Map, divergent thinking, constructivism, and genetic epistemology of J. Piaget. In the third chapter, we elaborate the method of drawing physics classroom teaching Mind Map, including handwork "paper and pen" plan, computer plan, and plan skill. In the forth chapter, from the five aspects of concept lesson, law lesson, experiment lesson, review lesson and exercise lesson, we elaborate the concrete application of the Mind Map in classroom teaching. Teaching of the physical concept is mainly to show the introduction of the concept, to reveal the essence of the concept, and to give the difference and connection between the concepts. Teaching of law is mainly to use the Mind Map to reproduce the forming process of the laws, and to emphasize the physical meaning and applicable scope of the law. Teaching of experiment is mainly to use the Mind Map to lead students to obtain the step of the experiment and the instructions, so as to have a deep understanding of the experiment. Teaching of the review lesson is mainly to transform the physical knowledge of the whole chapter into the Mind Map network, and to let students realize the forming process of this network in the course of drawing, so as to grasp physical knowledge well. Teaching of exercise is mainly to use the Mind Map to show the thinking of solution to students vividly, and to teach students to use the studied physical knowledge flexibly, such as dispersed thinking, extrapolation, topic multi- solutions. In the fifth chapter, we think the Mind Map on the optimization of the physical classroom instruction in the middle school, look forward to the future, and give some deficiency of the present research and some tactless proposal.
引文
[1]赵国庆,陆志坚.“概念图”和“思维导图”的辨析[J].中国电化教育,总第211期,2004.8:P42.
[2]宋善炎.物理教学论[M].长沙:湖南师范大学出版社,2002.P15.
[3]张豪锋,王娟,王龙.运用思维导图 提高学习绩效[J].中小学信息技术教育,2005.12:P13.
[4]赵国庆.“运用思维导图引导学生写议论文”案例研究[J].信息技术教育,2005年,第10期:P51.
[5][8][11][23][24][25][26][27]托尼.巴赞.思维导图[M].北京:作家出版社,2000.P27,P56,P102,P233,P234,P273.
[6]T.Buzen,B.Buzen.The Mind Map book:How to use radiant thinking to maximize your brain' s untapped potential[M].New York:plume.1993.
[7][10]邓明珍,汪德莲.“思维导图”与葡萄糖教学中的思维导图[J].湖南科技学院学报,2005年,第5期:P232,P234.
[9]彭聃龄.普通心理学[M].北京:北京师范大学出版社,2001.P203.
[12]王延,陈江.思维导图在高校教师教育技术培训中的应用[J].镇江高专学报,2005年4月,第18卷第2期:P91.
[13][14][15]田世昆,胡卫平.物理思维论[M].南宁:广西教育出版社,1996.P252,P253.
[16]何克抗.建构主义---革新传统教学的理论基础[J].电化教育研究,1997(4):P27.
[17]M.G.Brooks,J.G.Brooks.The Courage to Be Constructivist[J].Educational Leadership,1999,57(3).
[18][19]彭聃龄.普通心理学[M].北京:北京师范大学出版社,2001.P499,P501.
[20]邵志芳.思维心理学[M].上海:华东师范大学出版社,2001.P122.
[21]乔际平,邢红军.物理教育心理学[M].南宁:广西教育出版社,2002.P17.
[22]雷永生.皮亚杰发生认识论述评[M].北京:人民教育出版社,1987.P23.
[28]韩振国.宏观着眼微观入手-利用思维导图上好复习课[J].中国电化教育,2004.8:P49.
[29]托尼.巴赞著,张鼎昆,徐克茹译.思维导图大脑使用说明书[M].北京:外语教学与 研究出版社,2000.P18,P20.
[30]刘桂花,王利君.用Mind Manager制作“静电场”思维导图[J].现代教育技术,2005年,第6期,第15卷:P64.
[31][32][34]罗维治.中学物理教学论[M].长沙:湖南师范大学出版社,1992.1.P87,P93.
[33]梁树森.物理学习论[M].南宁:广西教育出版社,1996.P72.
[35]陶洪.物理实验论[M].南宁:广西教育出版社,1996.P128.
[36]王光荣,高世霞.思维导图及其在化学复习中的应用[J].化学教学,2005年,第11期:P52.
[2]宋善炎.物理教学论[M].长沙:湖南师范大学出版社,2002.P15.
[3]张豪锋,王娟,王龙.运用思维导图 提高学习绩效[J].中小学信息技术教育,2005.12:P13.
[4]赵国庆.“运用思维导图引导学生写议论文”案例研究[J].信息技术教育,2005年,第10期:P51.
[5][8][11][23][24][25][26][27]托尼.巴赞.思维导图[M].北京:作家出版社,2000.P27,P56,P102,P233,P234,P273.
[6]T.Buzen,B.Buzen.The Mind Map book:How to use radiant thinking to maximize your brain' s untapped potential[M].New York:plume.1993.
[7][10]邓明珍,汪德莲.“思维导图”与葡萄糖教学中的思维导图[J].湖南科技学院学报,2005年,第5期:P232,P234.
[9]彭聃龄.普通心理学[M].北京:北京师范大学出版社,2001.P203.
[12]王延,陈江.思维导图在高校教师教育技术培训中的应用[J].镇江高专学报,2005年4月,第18卷第2期:P91.
[13][14][15]田世昆,胡卫平.物理思维论[M].南宁:广西教育出版社,1996.P252,P253.
[16]何克抗.建构主义---革新传统教学的理论基础[J].电化教育研究,1997(4):P27.
[17]M.G.Brooks,J.G.Brooks.The Courage to Be Constructivist[J].Educational Leadership,1999,57(3).
[18][19]彭聃龄.普通心理学[M].北京:北京师范大学出版社,2001.P499,P501.
[20]邵志芳.思维心理学[M].上海:华东师范大学出版社,2001.P122.
[21]乔际平,邢红军.物理教育心理学[M].南宁:广西教育出版社,2002.P17.
[22]雷永生.皮亚杰发生认识论述评[M].北京:人民教育出版社,1987.P23.
[28]韩振国.宏观着眼微观入手-利用思维导图上好复习课[J].中国电化教育,2004.8:P49.
[29]托尼.巴赞著,张鼎昆,徐克茹译.思维导图大脑使用说明书[M].北京:外语教学与 研究出版社,2000.P18,P20.
[30]刘桂花,王利君.用Mind Manager制作“静电场”思维导图[J].现代教育技术,2005年,第6期,第15卷:P64.
[31][32][34]罗维治.中学物理教学论[M].长沙:湖南师范大学出版社,1992.1.P87,P93.
[33]梁树森.物理学习论[M].南宁:广西教育出版社,1996.P72.
[35]陶洪.物理实验论[M].南宁:广西教育出版社,1996.P128.
[36]王光荣,高世霞.思维导图及其在化学复习中的应用[J].化学教学,2005年,第11期:P52.