17752.促進(jìn)初中學(xué)生化學(xué)思維導(dǎo)圖建構(gòu)的研究

1、學(xué)校代碼：10270分類號(hào)：G633.8學(xué)號(hào)：132300122碩士專業(yè)學(xué)位論文促進(jìn)初中學(xué)生化學(xué)思維導(dǎo)圖建構(gòu)的研究學(xué)院：生命與環(huán)境科學(xué)學(xué)院專業(yè)學(xué)位類別：教育碩士專業(yè)領(lǐng)域：學(xué)科教學(xué)（化學(xué)）研究生姓名：許茹蕾指導(dǎo)教師：孫可平副教授完成日期：2017年05月AbstractShanghaiNmalUniversityMasterofPhilosophyIIAbstractAbstractThepurposeofmoderneducationi

2、stoimprovetheintellectualleveloftheeducates.In1970sTonyBuzanaBritishresearcherproposedanaturaldivergentthinkingtoolcalledMindMapthatusedatreebranchextensionstructuretosimulatehumanbrainstructure.Theemergenceofthislearnin

3、gtoolenabledresearcherstointuitivelyshowtheacteristicsofthedrawingthinking.Thepurposeofthisresearchistostudyinthejunidleschoolstudentsinchemistrytousethemindmapasatooltoestablishtherelationshiphierarchiesofhighschoolchem

4、istryknowledge.Teachersanalyzethemindmapsofstudentstoidentifytheacteristicsofthinkingofstudentsindertotakeeffectiveinterventionmeasurestohelpthestudentphysicalinteractionbetweenknowledgepointscleardevelopmentofabstractlo

5、gicalthinkingsoastopromotetheconstructionofstudentschemistrymindmapenhancestudentslearningefficiency.Inthisstudywecananalyzetheacteristicsofstudentschemistrythinkingthethinkingmapcanpromotestudentschemistrylearningfromtw

6、oaspects.Basedontheexistingknowledgeofstudentsausubelsthreelevelsofmeaningfullearningnamelyrepresentationallearningconceptlearningpropositionallearningmetacognitionmonitingareestablished.Afterstudentsdrawingmindmapsteach

7、ersusetheanalysistoolsofrationaldeconstructionofmindmapsemistructuredinterviewsasanalysismethodology.Theresultsshowthatchemistrylearningofjunidleschoolstudentsthinkingislikeconcreteimagethinkinglogicalthinkingabstractdev

8、elopmentisnotmature.Theiginalcognitivestructureisnotstableenoughtobuildasolidconnectionbetweenoldnewknowledgewhileabilitymetacognitionisweak.Accdingtotheacteristicsteachercanadoptdifferentinterventionstrategies.Fexamplet

9、eacherscanhaveindividualinterviewtutialwithstudenthelpingthemtobringnewknowledgeintotheiginalcognitivestructureduringclassesteachercancollectivelyhelpstudentsganizebotholdnewknowledgestouttheknowledgehierarchiesestablish

10、inganew‘material’‘nonhuman’relationship.Studentsshouldalsobesuggestedtoselfreflectontheirmindmaptomodifyreconstructthemindmapofclearlearningcontent.Theanalysisofmodificationreconstructionofthemindmapknowledgetestrelatede