發(fā)布時(shí)間：2025-05-07 04:11

　　思維導(dǎo)圖作為一種有效的思維工具,在國(guó)外早已被應(yīng)用到教育領(lǐng)域。實(shí)踐證明,思維導(dǎo)圖對(duì)提升學(xué)生自主學(xué)習(xí)能力、邏輯思維能力、解決問(wèn)題能力以及形成有效的學(xué)習(xí)策略等方面有很大的影響。國(guó)內(nèi)教育界如今也越來(lái)越重視通過(guò)思維導(dǎo)圖來(lái)培養(yǎng)學(xué)生的思維能力。然而,與思維導(dǎo)圖在北京、上海等發(fā)達(dá)地區(qū)受到的重視相比,中西部地區(qū)對(duì)其的應(yīng)用和研究還不夠理想。本研究探討了思維導(dǎo)圖在河南省部分初中英語(yǔ)閱讀教學(xué)中的應(yīng)用情況,主要圍繞以下三個(gè)問(wèn)題展開(kāi):思維導(dǎo)圖在河南省初中英語(yǔ)閱讀教學(xué)中的應(yīng)用現(xiàn)狀如何?影響思維導(dǎo)圖在初中英語(yǔ)閱讀教學(xué)中應(yīng)用的因素有哪些?初中英語(yǔ)閱讀教學(xué)中如何運(yùn)用思維導(dǎo)圖來(lái)提高教學(xué)效果?本研究以河南鄭州、洛陽(yáng)、鞏義三個(gè)地區(qū)不同類(lèi)型的初中為研究對(duì)象。首先對(duì)210名英語(yǔ)教師進(jìn)行了問(wèn)卷調(diào)查。接著,就思維導(dǎo)圖的使用方法和效果訪談了其中的3名教師和3名學(xué)生。教學(xué)實(shí)踐期間,又對(duì)其中一名教師使用思維導(dǎo)圖的過(guò)程進(jìn)行了課堂觀察并做了詳細(xì)的記錄。通過(guò)分析數(shù)據(jù)發(fā)現(xiàn):思維導(dǎo)圖在河南省使用頻率不高,42%的教師由于受過(guò)系統(tǒng)培訓(xùn)或自學(xué)過(guò)思維導(dǎo)圖,在英語(yǔ)閱讀教學(xué)中經(jīng)�；蚺紶柺褂盟季S導(dǎo)圖。另外58%的教師由于沒(méi)有學(xué)習(xí)過(guò)思維導(dǎo)圖,往往囿于圖形繪制困難等原...

【文章頁(yè)數(shù)】：59 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
abstract
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Brief Review of Studies on Mind Mapping
        2.1.1 Definitions of Mind Mapping
        2.1.2 Types and Values of Mind Mapping
    2.2 Brief Review of Studies on the Teaching of English Reading
        2.2.1 Definitions of Reading
        2.2.2 Teaching Mode of English Reading
    2.3 Brief Review of Studies on Mind Mapping Application in English Reading Teaching
        2.3.1 Studies on Mind Mapping Application in English Reading Abroad
        2.3.2 Studies on Mind Mapping Application in English Reading at Home
    2.4 Theoretical Foundations
        2.4.1 Theory of Schema
        2.4.2 Theory of Constructivism
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Methods and Procedure
        3.3.1 Questionnaire
        3.3.2 Interview
        3.3.3 Classroom Observation
Chapter 4 Results and Discussion
    4.1 Data Analysis and Results of Questionnaire
        4.1.1 Status of Mind Mapping Application in Junior High School
        4.1.2 Differences in the Use of Mind Mapping
        4.1.3. Factors Affecting Mind Mapping Application
        4.1.4 Effect of Mind Mapping Application
    4.2 Results of Interview
    4.3 Results of Classroom Observation
        4.3.1 Pre-reading
        4.3.2 While-reading
        4.3.3. Post-reading
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Suggestions
    5.3 Limitations
References
AppendixⅠ
AppendixⅡ
Appendix Ⅲ
Acknowledgements



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