發(fā)布時(shí)間：2018-04-02 18:16

  本文選題：小學(xué)英語(yǔ)　切入點(diǎn)：復(fù)習(xí)課　出處：《云南師范大學(xué)》2017年碩士論文

【摘要】：東尼.巴贊先生于20世紀(jì)60年代初首創(chuàng)了思維導(dǎo)圖。思維導(dǎo)圖是一種可視化的思維方式和學(xué)習(xí)方法,它以色彩豐富、直觀形象、條理清晰的圖式把各級(jí)主題的關(guān)系用相互隸屬的層級(jí)圖表現(xiàn)出來(lái),將原本有一定關(guān)聯(lián)卻零散的知識(shí)進(jìn)行有意義的建構(gòu),引導(dǎo)學(xué)生圍繞中心詞梳理、分類(lèi)和歸納大容量信息,通過(guò)對(duì)知識(shí)的深層加工變瞬時(shí)記憶為長(zhǎng)時(shí)記憶。查閱文獻(xiàn)資料發(fā)現(xiàn),目前國(guó)內(nèi)外學(xué)者對(duì)思維導(dǎo)圖的研究主要集中在本體、制作軟件、教學(xué)、培訓(xùn)、管理、策劃等方面,把思維導(dǎo)圖應(yīng)用到小學(xué)英語(yǔ)復(fù)習(xí)課的研究并不多。因此,對(duì)于改變小學(xué)英語(yǔ)復(fù)習(xí)課上學(xué)生機(jī)械訓(xùn)練、被動(dòng)接受的學(xué)習(xí)現(xiàn)狀,鼓勵(lì)學(xué)生通過(guò)參與、體驗(yàn)、合作與創(chuàng)新等方式主動(dòng)搜集、加工和存儲(chǔ)信息等方面,本研究具有較強(qiáng)的理論意義和教學(xué)實(shí)踐意義。本研究選取小學(xué)高年級(jí)學(xué)生作為研究對(duì)象,結(jié)合教學(xué)實(shí)際采用文獻(xiàn)法、問(wèn)卷調(diào)查法、訪談法、實(shí)驗(yàn)法、案例分析法等探索思維導(dǎo)圖在小學(xué)英語(yǔ)復(fù)習(xí)課中的運(yùn)用效果。研究結(jié)果發(fā)現(xiàn):第一、在復(fù)習(xí)課上使用思維導(dǎo)圖后,同學(xué)們表現(xiàn)更加積極,復(fù)習(xí)思路、筆記更加清晰、有條理,他們還會(huì)從不同角度分析和解決問(wèn)題。第二、90%以上的同學(xué)認(rèn)為思維導(dǎo)圖對(duì)他們的英語(yǔ)復(fù)習(xí)有幫助,并表示愿意在以后的學(xué)習(xí)中繼續(xù)使用思維導(dǎo)圖;第三、學(xué)生特別喜歡頭腦風(fēng)暴游戲并且很享受合作繪圖的過(guò)程;第四、與對(duì)照班相比,實(shí)驗(yàn)班的學(xué)業(yè)成績(jī)有明顯提高,平均分比實(shí)驗(yàn)前提高了2.52分,優(yōu)秀率提高了8.51%,標(biāo)準(zhǔn)差由15.31降為10.97,這表明實(shí)驗(yàn)班的學(xué)習(xí)狀態(tài)正朝著良性的方向發(fā)展;第五、相比枯燥乏味的大段文字信息,學(xué)生更容易接受多維度、色彩豐富、視覺(jué)刺激強(qiáng)烈的圖文信息;第六、應(yīng)用思維導(dǎo)圖后,實(shí)驗(yàn)班寫(xiě)作過(guò)程中主題不明確、內(nèi)容凌亂、拼寫(xiě)錯(cuò)誤和語(yǔ)法錯(cuò)誤較多、沒(méi)有新意的現(xiàn)象得到改善�；�于定性和定量的研究結(jié)果,本研究得出如下結(jié)論:第一、在小學(xué)英語(yǔ)復(fù)習(xí)課中引入思維導(dǎo)圖能有效提高學(xué)生的學(xué)習(xí)興趣和自主學(xué)習(xí)能力;第二、在小學(xué)英語(yǔ)復(fù)習(xí)課中引入思維導(dǎo)圖能有效提高學(xué)生的創(chuàng)新思維能力和合作學(xué)習(xí)效率;第三、在小學(xué)英語(yǔ)復(fù)習(xí)課中引入思維導(dǎo)圖能有效提高復(fù)習(xí)課的效率和學(xué)生的學(xué)業(yè)成績(jī)。本研究的教學(xué)啟示如下:第一、思維導(dǎo)圖是教師上好英語(yǔ)復(fù)習(xí)課的新工具。在課前,思維導(dǎo)圖是制訂教學(xué)設(shè)計(jì)的工具。在課中,思維導(dǎo)圖是支持學(xué)生發(fā)散性思維的認(rèn)知工具。在課后,思維導(dǎo)圖是學(xué)生進(jìn)行英語(yǔ)拓展訓(xùn)練的好方法。第二、思維導(dǎo)圖是學(xué)生上好英語(yǔ)復(fù)習(xí)課的新助手。利用思維導(dǎo)圖可以幫助學(xué)生構(gòu)建直觀形象、主次分明、圖文并茂的知識(shí)網(wǎng)絡(luò)系統(tǒng),培養(yǎng)學(xué)生的發(fā)散思維;第三、思維導(dǎo)圖比較適用于詞匯、句型、語(yǔ)音、語(yǔ)法和寫(xiě)作教學(xué),以及單元復(fù)習(xí)等專(zhuān)題復(fù)習(xí)課型,也比較適用于歸納總結(jié)零散知識(shí)、概括梳理知識(shí)結(jié)構(gòu)、區(qū)分容易混淆的知識(shí)點(diǎn)、記憶難度大的知識(shí)等課型;第四、在教學(xué)過(guò)程中老師要始終堅(jiān)持“以學(xué)生為主體,教師為主導(dǎo)”的教育理念,充當(dāng)好引導(dǎo)者、組織者、調(diào)控者的角色。
[Abstract]:Tony. Mr. Barzun at the beginning of 1960s the first mind map. The mind map is a visual way of thinking and learning, with rich colors, the visual clarity of the schema and the relationship between various topics shown by mutual membership level, the original will have some relevance but scattered knowledge meaningful construction, guide the students around the central word combing, classification and induction of large amounts of information, through the deep processing of the knowledge of the instantaneous memory for long term memory. Literature review found that the current research on the mind map of the domestic and foreign scholars mainly focus on the body, making software, teaching, training, management, etc. on the application of mind map to study English review classes of primary school is not much. Therefore, to change the primary school English class students mechanical training, passive learning to accept the status quo, to encourage students through Experience, participation, cooperation and innovation, active collection, processing and storage of information and so on, have a strong theoretical significance and practical meaning of the teaching of this study. This study selected the high grade primary school students as the research object, combining with the teaching practice by using the method of literature, questionnaire survey method, interview method, experimental method, using case analysis to explore the effect of method of mind map in primary school English review class. The results showed that: first, the use of the mind map in the course of the review, the students showed more positive review, ideas, notes more clear, organized, they will analyze and solve the problems from different angles. Second, more than 90% of the students think that the mind figure to help their English review, and expressed willingness to continue to use the mind map in the later study; third, students especially love brainstorming games and enjoy the process of drawing the cooperation; Four, compared with the control class, the experimental class scores increased significantly, the average increased by 2.52 than before the experiment, the excellent rate was increased by 8.51%, the standard deviation is reduced from 15.31 to 10.97, this shows that the experimental class is toward positive direction; fifth, compared to the large text information is boring the students are more likely to accept multi dimensions, rich colors, strong visual stimulus information; sixth, the application of mind map, the experimental class in the process of writing the theme of the content is not clear, messy, and spelling and grammar mistakes are not new, the phenomenon has been improved. The research results based on the qualitative and quantitative, the study concluded the following conclusions: first, the introduction of the mind map can effectively improve the students' interest in learning and learning ability in primary school English review class; second, the introduction of the mind map can effectively improve students in a primary school English review class The new thinking ability and cooperative learning efficiency; third, the introduction of the mind map can effectively improve the efficiency and students' Recitation grades in primary school English recitation. The pedagogical implications of this study are as follows: first, the mind map is a new tool for teachers on English recitation. Before class, the mind map is make the teaching design tools. During the course, the mind map is a cognitive tool to support students' divergent thinking. After class, the mind map is good for training of English develop students. Second, mind map is a new assistant student good English recitation. Using mind map can help students to construct visual the image is clear, with a network of knowledge, cultivate students' divergent thinking; third, mind map is suitable for the vocabulary, sentence, pronunciation, grammar and writing teaching, thematic and review unit review lessons and more Applicable to the summary of scattered knowledge, summarizes the knowledge structure, to distinguish between easily confused knowledge, memory difficult knowledge class; fourth, in the process of teaching teachers should always adhere to the "student-centered, teacher led" philosophy of education, a good guide, organizer, regulation of the role.

【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.31

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