共查询到20条相似文献，搜索用时 187 毫秒
1.
黄泰荣 《中学化学教学参考》2023,(25):1-5
化学教学内容的结构化是实现学生从化学学科知识向化学学科核心素养转化的关键。通过基于知识关联、基于认识思路和基于核心观念三种结构化方式绘制高中无机物主题概念图,结合高中无机物教学内容分析概念图的具体内涵和作用。据此探讨高中无机物教学内容结构化设计对我国化学教学与评价的启示。 相似文献
2.
在探究性学习中运用概念图可使知识的贮存变得有序、结构化,可提高学生记忆信息的能力,并且不易遗忘。介绍了概念图的由来、要素及种类,运用案例分析了概念图在探究性学习中的重要作用,提出了概念图在探究性学习中的发展前景。 相似文献
3.
陈永光 《周口师范学院学报》2016,(4):148-152
概念图既是用来组织知识、表征知识的常用工具,又是促进知识迁移和结构化的有效途径。教学过程中使用概念图能够较好地建构新旧知识的关联,培养学生的创新思维与动手实践能力,促进自主学习与有意义学习的开展,因而在教育教学领域得到广泛应用。在明确新课程标准要求与概念图内涵的基础上,结合初中生学习特征与初中数学教学特点及存在的问题,详细分析概念图在初中数学教学中的应用优势,并通过具体案例提出教学应用策略与相应建议,以期切实提高初中数学教学效果,促进学生综合素质得到发展。 相似文献
4.
结构化阅读教学能解决高中英语阅读教学中存在的概念知识零碎、学习支架低效、意义理解浅层等问题。结合教学案例，提出结构化阅读教学实施路径和策略：课前进行文本解读、学情调查和目标设定；课中借助问题链和概念图引导学生激活、扩充已有图式，在情境驱动、自主阅读、合作讨论、师生共评和解决问题环节中建构、完善、迁移结构化知识，达成意义建构；课后通过多主题的课外阅读巩固结构化阅读策略，建构新的结构化知识，达成深度学习，发展学生核心素养，实现学科育人。 相似文献
5.
一、概念图及其价值概念图理论是美国康乃尔大学诺瓦克博士(Joseph D.No-vak)基于奥苏贝尔的有意义学习理论提出来的一种经众多教学实验研究证明能促进意义学习,使学生会学习的教学技术。它的特征是以图解的方式,直观地、结构化地将某个主题的概念和概念之间的关系表征出来的一种知识呈现方式。其中,概念、命题、 相似文献
6.
基于意义学习理论的概念图工具开发与运用 总被引：1，自引：0，他引：1
概念图是诺瓦克开发的基于意义学习理论的学习工具与教学方法。概念图的构建以学习者原有认知结构为基础,强调新旧知识的融合和认知结构的构建与发展,制作和运用概念图的过程是意义学习的过程也是知识创造的过程。文章在介绍了概念图的定义特征、理论基础、制作方法之后,阐述了概念图在教学评价、课程设计、远程合作学习方面的运用。 相似文献
7.
孙玉梅 《数理天地(初中版)》2023,(17):68-70
概念图的作用和价值在于,可以用来组织知识,实现知识的表征,作为教学过程中的常用工具,也是帮助学生实现知识迁移、建设更为系统化和结构化知识体系的主要途径.在初中数学的教学过程中加强对概念图的运用,可以帮助学生更好地理解新旧知识之间的关联,对于优化学生的创新思维能力,改善其动手实践能力,优化学生的自主学习水平,有着非常重要的现实作用,因此在我国的教育行业获得了广泛运用.需在教师掌握我国新时期初中教育新课程教学改革标准以及概念图内涵的基础条件下,综合初中学生的学习现状,明确目前初中教学存在的不足之处,制定出针对性的教学策略,发挥出概念图的最大价值.本文针对概念图在初中数学教学中的应用展开研究,并提出策略,以供参考. 相似文献
8.
王立君 《安徽教育学院学报》2005,23(3):27-30
文章首先介绍了一般概念图的六个组成成分:概念、分支、水平层次、同一分支下概念间的连接线和连接语、不同分支下概念间的连接线和连接语、例子;在此基础上,介绍了制作大学力学概念图时对一般概念图所进行的改进措施,而后以大学力学知识概念图实例为基础,总结了制作大学力学概念图的具体步骤;文章以多个大学力学概念图制作的范例为依据,论证了制作大学力学概念图应该遵循的原则. 相似文献
9.
化学概念是化学学科基础结构中非常重要的部分,学好概念知识有利于学生化学知识系统化,形成合理的认知结构。本文阐述化学概念的内涵及其在化学学习中的重要性,探讨概念图对学生化学概念学习的影响,采用问卷调查了初三学生化学概念图的制作水平,结果表明学生概念图的制作水平与学生化学概念成绩呈显著性正相关。 相似文献
10.
面对高中生物学习中出现的问题,在教学过程中,我们可以采用学生自己制作概念图的方法进行尝试解决。概念图的学习,既有助于对知识本身的深入理解,也有助于利用这些知识去理解新知识。 相似文献
11.
关于概念图在概率统计教学中应用的一些思考 总被引：3，自引：0，他引：3
概念图是用来组织与表征知识的工具,概念图在概率统计教学中的应用为概率统计教学提供了一条新的途径.概念图由3部分组成:节点、连线、连接语词.概率统计概念图的特征有:层次性、综合性和关联性.概率统计概念图的习得经过图式的获得以及图式的精制两个阶段.概率统计概念图的功能体现在以下几方面:概念图对输入刺激的解释功能;概念图对输入刺激的评判功能;概念图的迁移功能. 相似文献
12.
When solving word problems, many children encounter difficulties in making sense of the information and integrate it into a meaningful schema. This is the fundamental phase on which subsequent problem solution depends. To better understand the processing underlying this fundamental phase, this study examined the roles of schema construction and knowledge of mathematical vocabularies in word problem solving. The participants were 139 Chinese third graders studying in Hong Kong. Path analysis showed that there were two kinds of pathways to word problem solving: language-related and number-related. In particular, reading fluency was related to word problem solving in two mediated language-related pathways: one via schema construction, the other via knowledge of mathematical vocabularies. In the number-related pathway, arithmetic concept was related to word problem solving via knowledge of mathematical vocabularies. These findings highlight the specific roles of schema construction and mathematical vocabulary in word problem solving, thereby providing useful implications of how best to support children in understanding and integrating the information from the problem. 相似文献
13.
Enhancing and Assessing Preservice Teachers' Integration and Expression of Mathematical Knowledge 总被引：1，自引：0，他引：1
Linda A. Bolte 《Journal of Mathematics Teacher Education》1999,2(2):167-186
The construction of concept maps and the writing of interpretive essays in mathematics courses for preservice and continuing
teachers provide students with rich learning experiences and yield substantial insights into the degree of connectedness of
their knowledge with respect to a given topic. With this dual approach students are given the opportunity to express their
knowledge in different ways, which allows for individual differences in learning styles and verifies the relationships illustrated.
As students actively participate in the task of developing connections between related concepts, reflect on their thinking,
and become engaged in mathematical discourse, students are provided with an opportunity to mature mathematically and to experience
an alternative approach to instruction and assessment.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
14.
Concept maps can be used as a cognitive tool to assist learners' knowledge construction. However, in a concept map-based online discussion environment, studies that take into consideration learners' manipulative actions of composing concept maps, cognitive process among learners' discussion, and social knowledge construction at the same time are still lacking. Therefore, this study employed lag sequential analysis to empirically explore learners' behavioral patterns in a concept map-based online discussion environment. We explored learners' operations in the concept map tool, and their discussion behavioral patterns of cognitive processing phases and social knowledge construction. The results showed that it was easier for learners to define a node than to define a relationship when they used the concept map. Additionally, the concept map can enhance higher level cognitive processing phases and lead learners to return to the main discussions from off-topic discussions significantly. 相似文献
15.
David J. Purpura Amy R. Napoli Elizabeth A. Wehrspann Zachary S. Gold 《Journal of research on educational effectiveness》2017,10(1):116-137
The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of children's mathematics skills, but there is limited causal evidence supporting this link. To address this research gap, 47 Head Start children were randomly assigned to a mathematical language intervention group or a business-as-usual group. Over the course of eight weeks, interventionists implemented a dialogic reading intervention focused on quantitative and spatial mathematical language. At posttest, students in the intervention group significantly outperformed the students in the comparison group not only on a mathematical language assessment, but on a mathematical knowledge assessment as well. These findings indicate that increasing children's exposure to mathematical language can positively affect their general mathematics skills. This study is an important first step in providing causal evidence of the importance of early mathematical language for children's general mathematical knowledge and the potential for mathematical language interventions to increase children's overall mathematics abilities. 相似文献
16.
The theoretical background and different methods ofconcept mapping for use in teaching and in research on learning processes are discussed. Two mathematical projects, one on fractions and one on geometry, are presented in more detail. In the first one special characteristics of concept maps were elaborated. In the second one concept mapping allowed students' individual understanding to be monitored over time and provided information about students' conceptual understanding that would not have been obtained using other methods. Regarding the students' individual concept maps in more detail there were some additional findings: (i) The characteristics of the maps change remarkably from fourth grade to sixth grade; (ii) There is some evidence that prior knowledge related to some mathematical topics plays a very important role in students' learning behaviour and in their achievement; (iii) Concept maps provide information about how individual students relate concepts to form organised conceptual frameworks; (iv) Long-term difficulties with specific concepts are able to be traced. These findings are discussed with regard to results of other studies as well as to their implications for the teaching of mathematics in the classroom. 相似文献
17.
Analogical reasoning is believed to be an efficient means of problem solving and construction of knowledge during the search
for and the analysis of new mathematical objects. However, there is growing concern that despite everyday usage, learners
are unable to transfer analogical reasoning to learning situations. This study aims at facilitating analogy use for conjecturing
in discourse-rich mathematics classrooms. We reconceptualized one of the traditional perspectives on analogical reasoning,
called classical analogy, as a more dynamic one by providing learners with the opportunity to choose a target object and its
property. While shifting attention to particular aspects of mathematical activity, we observed and analyzed how students became
aware of hidden relational similarities and utilized them while weakening others to make conjectures. The detailed analysis
of the constructs and processes of several similarity-making and conjecturing activities supports the significance of reconceived
classical analogy use in mathematics classrooms. 相似文献
18.
Susanne Prediger 《Journal of Mathematics Teacher Education》2010,13(1):73-93
What kind of mathematical knowledge do prospective teachers need for teaching and for understanding student thinking? And
how can its construction be enhanced? This article contributes to the ongoing discussion on mathematics-for-teaching by investigating
the case of understanding students’ perspectives on equations and equalities and on meanings of the equal sign. It is shown
that diagnostic competence comprises didactically sensitive mathematical knowledge, especially about different meanings of
mathematical objects. The theoretical claims are substantiated by a report on a teacher education course, which draws on the
analysis of student thinking as an opportunity to construct didactically sensitive mathematical knowledge for teaching for
pre-service middle-school mathematics teachers. 相似文献
19.
《学习科学杂志》2013,22(4):453-488
20.
陈亚丽 《荆门职业技术学院学报》2004,19(3):67-69
在不正确教学观指导下的教学很容易产生数学差生．坚持建构性教学观，引导学生建构良好的数学认知结构，对于防止产生数学差生和转化数学差生具有十分重要的意义．在数学教学中，首先要更新教师的教学观念；其次，要及时复习与新知识相关联的已学知识，并注重整体性和突出数学思想方法的教学． 相似文献