高中生物教学中思维导图对科学思维建构的有效性研究-学科教学(生物)专业论文.docxVIP

IV IV Abstract Scientific thinking is the general response of human brain to the essence of things and internalized thinking system. It has been of very importance to train scientific thinking of the students. Minding map, as a kind of visualization tool for thinking organization, has been applied to many fields. Could the application of Minding map in biological classroom teaching promote the construction of scientific thinking of senior middle school students? How much effect has it in construction of scientific thinking? The answers to these questions are still unknown, but is very important to the cultivation of scientific thinking in the students. This dissertation disengage the possibility of integrating the minding map into biological class of senior high school, through analyzing the biology textbooks for senior high school pressed by People Education Edition. Two classes of students in the No.3 experimental middle school of Guiyang City were selected as the experimental subject and processed with teaching practice for a semester. In the practice, the experiment class was trained with minding map as the carrier while the control class trained with conventional teaching. After completing the practice, the level of scientific thinking was measured for the students of the two classes. The results showed that the biology teaching method based on minding map was effective in constructing students’ scientific thinking. V V As for scientific thinking ability, the experimental class got an average score of 44 points with 7.96 points higher than the control class (P0.01). As for Scientific thinking quality,the thinking profundity and flexibility of the experimental class students were 3.74 and 4.23 points higher than the control group, respectively.(P0.01). In addition, the ability of comprehensive analysis and generalization ability of the students was also improved significantly.However, the promotion of the logic ability was trivial. In the application of mind ma