运用思维导图建构化学知识体系的研究
【中文摘要】 《高中化学课程标准》指出:转变学生的学习方式是课程改革的基本要求,教师要更新教学观念,在教学中引导学生进行自主学习、探究学习与合作学习。思维导图工具和基于思维可视化原理的理念引入到教育领域以来,已经在教育教学过程中产生了积极的影响。尤其是基于思维导图的学习过程很好的体现了建构主义学习理论的理念和灵活交互的特征,在国外的中小学教育改革实践项目中进行的如火如荼。这一工具及其理念有着坚实的认知心理学基础、脑科学及教育心理学等理论基础,将其引入到我们的教育教学实践中完全符合课程改革的需要。本研究的目的是要探索如何运用思维导图建构高中化学知识体系,使化学知识更加网络化、直观化、可视化、逻辑化,促使学生更加深入理解和有效记忆化学知识,提高解决问题的能力,培养合作精神,并有效的提高化学学习的兴趣和学习成绩。在研究中我主要采用了文献法、实验法、讨论法,系统的总结了运用思维导图构建化学知识体系的理论基础,为实际的操作创建了实用的应用模型,对“节”型、“章”型、“专题”型知识体系的建构过程做了详尽的阐述,并将研究成果应用于高中化学教学的实践中,取得了良好的教学效果。研究表明,思维导图是一种非常实用的思维工具,可以有效的帮助学生建构出化学知识体系,自主且深入的理解化学知识,增强学生对化学知识的记忆效果,提高解决实际问题的能力,同时在交流、讨论与共创思维导图的过程中培养了学生的合作精神和思维品质。

【英文摘要】 “High school chemistry curriculum standards”points out: The way of Changing student learning is the basic requirement of the curriculum reform,Teachers should update teaching concepts, and teach students in a self-study guide, inquiry learning and cooperative learning methods. Since Mind Mapping tools and visualization based on the principle of thinking concept were introduced to the field of education, in the process of education and teaching they have had a positive impact. In particular the studying process based on the Mind Mapping has represented the constructivist learning theory and the concept of flexible interactive features. Primary and secondary education reforms in the practice of foreign projects have been carried out in full swing. This tool also has a solid foundation of cognitive psychology and brain science and educational psychology,andother theoretical foundation.they will be introduced to the practice of teaching and education course,which is consistent with the need of reform. The purpose of this study is to explore how to use the Mind Mapping to construct high school chemistry knowledge system,making the chemical knowledge more network-based、intuitive、visual、logical. and it can make students more in-depth understand knowledge of effective memory,improve problem-solving skills,and cultivate a spirit of cooperation,It can effectively enhance interest in learning chemistry and making achievement.I mainly adopt the study of literature , the experimental method and discussion .and sum up the use of systems the Mind Mapping ,construction of chemical knowledge system map,and the theoretical basis for the creation of the actual operation of the corresponding application model. the "section", " Chapter "," topic "of the knowledge construction process is given a detailed exposition,and application of high school chemistry research results in the practice of teaching and has achieved good teaching results. Studies show that Mind Mapping is a very useful thinking tool,and it can effectively help students construct a chemical knowledge system,and independent and in-depth understanding of chemical knowledge, enhance students knowledge on the chemical effect of memory,improving the ability to solve practical problems. In exchange,discuss and create derivative map of thinking in the process of cultivating a spirit of cooperation and students thinking quality.

【中文关键词】 思维导图; 化学知识体系; 建构主义; 自主学习
【英文关键词】 Mind Mapping ; Chemistry knowledge system; Constructivism ; Self-study
【毕业论文目录】
中文摘要 5-6
1 问题的提出 6-7
2 运用思维导图建构化学知识体系的理论基础 7-11
    2.1 认知心理学基础 7-8
    2.2 建构主义理论基础 8-9
        2.2.1 建构主义的内涵 8
        2.2.2 建构主义的教学观 8-9
        2.2.3 建构主义的学习观 9
    2.3 脑科学基础 9-11
        2.3.1 脑神经生理基础 9-10
        2.3.2 全脑学习原理 10-11
3 思维导图的基本理论研究 11-15
    3.1 思维导图的概念界定 11
    3.2 思维导图的基本特征及结构 11-14
        3.2.1 思维导图的基本特征 11
        3.2.2 思维导图的基本结构及实例 11-14
    3.3 思维导图的绘制 14-15
        3.3.1 手绘法 14
        3.3.2 计算机绘制法 14-15
    3.4 思维导图的用途 15
4 运用思维导图建构化学知识体系的实践 15-25
    4.1 “节”型知识体系的建构 16-22
        4.1.1 “节”型知识体系的建构过程 16-22
        4.1.2 注意事项 22
    4.2 “章”型知识体系的建构 22-24
        4.2.1 “章”型知识体系的建构过程 22-23
        4.2.2 思维导图辅图 23-24
        4.2.3 注意事项 24
    4.3 “专题”型知识体系的建构 24-25
5 运用思维导图建构化学知识体系的实践效果 25-27
    5.1 教学成绩分析总结 25-26
    5.2 学生在思维导图使用研讨会上的反馈 26-27
6 运用思维导图建构化学知识体系时应注意的问题 27-28
    6.1 要把握画思维导图的规则 27
    6.2 要坚持把学生自主的对知识进行理解、消化作为构图的基本前提 27
    6.3 要充分发挥合作学习的作用，重视共创思维导图 27-28
    6.4 要注意利用遗忘规律 28
    6.5 要注意提高学生的兴趣 28
7 总结与反思 28-30
英文摘要 30
参考文献 31-32
附录一 32-33
附录二 33-34
致谢 34