“概念構(gòu)圖”對(duì)高中生邏輯推理能力的影響.pdf

1、 廣西師范大學(xué)教育碩士學(xué)位論文 廣西師范大學(xué)教育碩士學(xué)位論文 “概念構(gòu)圖 概念構(gòu)圖”對(duì)高中生邏輯推理能力的影響 對(duì)高中生邏輯推理能力的影響 Effects Of Concept Mapping On Senior high School Students’ Logical Reasoning Ability 院、 院、 系：物理與信息工程學(xué)院 系：物理與信息工程學(xué)院 年 級(jí)： 級(jí)：2002 級(jí) 學(xué)科專(zhuān)業(yè)：教育碩士 學(xué)科專(zhuān)業(yè)：教育

2、碩士 研究方向：中學(xué)物理教學(xué) 研究方向：中學(xué)物理教學(xué) 導(dǎo)師姓名：羅星凱教授 導(dǎo)師姓名：羅星凱教授 研 究 生：吳劍 生：吳劍 完成時(shí)間： 完成時(shí)間：2004 年 2 月 Effects Of Concept Mapping On Senior high School Students’ Logical Reasoning Ability Name：Wu Jian Grade：2002 Specialty：Physics Edu

3、cation Abstract In the traditional teaching , a teacher is the center of the teaching process while students are passively treated as a bag to be put into knowledge. Constructlists think that students should be centred i

4、n teaching. Students can construct their own knowledge. Based on Ausubel’s theory Novak established the concept mapping . After that the western countries pay more attention to the research of concept mapping. At present

5、 time the research of concept mapping has become international interest while no enough attention has paid to it in china. I try to put forward some opinions of the use of concept mapping to the constructlism. In my opin

6、ion, students can construct their own knowledge network in order to improve their ability of logical reasoning by some modes of thinking such as comparison, classification, generalization and so on to comprehend the exte

7、nsion and intention of concepts and determine the logical relationship among concepts. One of the purpose of this research is to observe whether the ability of logical reasoning are improved remarkablely after students u

8、se the strategy of concept map study. The other one is that these problems are to be under review dynamicly. This research bases on the students of grade one in senior high school. These are the experimental class and co

9、ntrolling classes in the research which last more than 3 months when students studied the front three chapters in physics of senior one . Using the strategy of concept map. FCI is used as pre-test of concept and FMCE can

10、 work as post-test of the ability of logical reasoning. At beginning the students both in experimental and controlling classes are required to have FCI examinations. The marks are converted into standard marks. Then the

11、whole class are divided into three levels including good mark level, moderate mark level and low mark level . Before tests, there is no significant differences among these groups. After the scheduled learning contents ar

12、e finished, the two classes are required to have FMCE and TOLT examinations and be divided into three groups according to the marks of front-test to the counted. The result is that the marks of FCME of after-test of stud

13、ents in experimental class are better than those of controlling class in different levels. There are remarkable differences in these group (the good mark level p<0.05，moderate mark level P<0.05，low mark level P<

14、0.001 ) . The results of TOLT are the same (the good mark level p<0.01，moderate mark level P<0.001，low mark level P<0.05 ) , After testing the relativity of FMCE and TOLT , I find there is high relative coeffic

15、ient in them . The label and logical direction have the highest relativiting in concept map by picking up students randomly of 30% in each group. The marks of concept and label both have very good growing diagram after t