大学力学概念图的制作

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.     

物理知识概念图

文章叙述了物理知识概念图的制作方法，比较了物理知识概念图与物理知识框图的异同，介绍了物理知识概念图的教学功能：概念图作为先行组织者；概念图作为学生复习时整理知识的工具；概念图可以作为识别学生对知识的错误理解、知识欠缺和错误概念的工具；概念图作为评价学生知识理解的工具。     

物理概念图的有效教学策略

概念图是盛行于欧美国家的一种教学策略．是一种组织和表征知识的工具．在物理教学中通过概念图的设计来引导学生进行认知的意义建构．可以改善学生的认知方式．让学生学会自主学习。     

概念图在物理教学中的应用

本文简要介绍了概念图的概念及其学习理论基础,论述了概念图在物理教学中的应用:诊断前概念,作为先行组织者(advance organizer),发展高级思维及合作学习,知识复习工具及教学评价手段等.     

基于概念图的初中物理课堂教学探析

本文首先介绍了概念图的含义,指出了其具有的直观性、结构性和概括性等特征,然后指出了在初中物理课堂教学中应用概念图具有提高学生自学能力、创新能力、思维能力,以及提高教师教学水平等作用。     

基于概念图的物理教学模式探讨

在简单介绍概念图的基础上，提出基于概念图的物理教学模式，并从模式的理论基础、模式的操作程序、模式的教学目标、模式的实现条件等方面进行阐述。在重点论述的模式的操作程序中，归纳了以“联想-预习-教学-讨论-建构-评估-巩固”为整个过程的七个操作性步骤，为概念图应用于我国的物理教学实践提供了一套可以参考的模式方法。     

概念图在初中物理教学中的应用分析

初中教育在学生的整个学习生涯中起到承上启下的重要作用,而在课改的有关过程之中,更要着重关注改革的方式及方向,概念图的合理引用为我国的初中物理教学指明了改革方向,这种非常直观的教学方式能够帮助学生在头脑中将所学知识立体化,从而构建完整的物理知识网络。     

中学生物概念图的制作

概念图已运用各科教学领域,本文据多年教学经验,以具体例子描述概念图的制作步骤以及制作过程中的注意事项,提高概念图的制作技巧。     

概念图在中职物理教学中的应用

中职教育是培养专业人才的阵地,对于中职物理教学工作来说,由于中职学生基础普遍薄弱,因而一定要采取更加有效的教学模式,只有这样,才能使教学效果得到提升。本文对概念图如何在中职物理教学中更好的应用进行了研究和探索,首先对中职物理教学中应用概念图的重要价值进行了分析和梳理,在此基础上,通过问题导向的思路,就如何更好地应用概念图、提升中职物理教学质量和效果,提出了一些有针对性的措施和方法,旨在为强化中职物理教学有效性提供参考。     

概念图在物理教学中的应用

本文介绍了概念图的概念及其学习理论基础,并从多方面论述了概念图在物理教学中的应用.     

如何应用物理规律进行教学

物理规律教学是物理教学是培养学生能力的有效途径。搞好物理规律教学,能使学生全面、灵活、牢固地掌握知识,能提高学生运用物理知识分析解决问题的能力和创新学习的能力。根据物理规律教学特点,在中学物理教学中进行了大量地实践并取得了良好的效果。     

中学物理概念建构策略

物理概念教学是物理教学的核心内容,如何帮助学生建构概念是物理教学方面的热点问题。目前多数教师在课堂上有建构知识的教学意识,但在操作层面上仍存在问题。中学物理概念建构的策略包括分析概念特点,创设多维情境;激发学生认知矛盾,打破思维平衡态;设计"留白"与"讨论",引发学生意义建构;提炼核心要点,强化学生概念表述方法。     

电磁学概念图的教学研究

阐述了电磁学概念图的制作及时电磁学教学的作用,认为概念图有助于优化教学内客及评估体系,提高教学质量,有助于激发学生的创新意识,提高学生成绩.     

Using Concept Maps in Teaching Operations Management Courses

Teaching quantitative subjects such as operations management (OM) can be quite challenging. In this article, we present a novel approach that uses simplified concept maps for teaching OM. This application of concept maps was investigated to determine if it helps students to answer questions and to solve OM problems more effectively. Our study used a controlled experimental design with students divided into two groups, one taught using concept maps and another group taught using traditional techniques. Student learning was measured with pre‐ and posttests consisting of both multiple‐choice and constructed‐response items. The performance of the two groups was compared using an independent samples t‐test and analysis of covariance to control for the covariate “pretest.” The results indicate that use of simplified concept mapping significantly improved student learning of OM course material. We therefore recommend its adoption as an active‐learning pedagogical technique that can lead to positive change in the OM classroom.     

The Use of Textbooks as a Tool During Collaborative Physics Learning

The study examined how features of student interaction, and the way an individual student contributes to that interaction (his or her participation), relates to the improvement of conceptual understanding within the domain of physics. The study also investigated how textbooks are used during collaborative work and how that use affects the quality of student interaction and outcomes. The participants were 56 students aged 15 or 16. The students worked in dyads on a concept-mapping task that functioned as an introduction for a new course about electricity. A condition in which the students were provided with 2 textbooks was compared with a condition without the availability of textbooks. The use of textbooks had a negative influence on the amount of elaboration and coconstruction in the student interaction. Individual learning outcomes were positively related to the amount of collaborative elaboration in the student interaction.     

Studying and Constructing Concept Maps: a Meta-Analysis

A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g = 0.58, p < 0.001). A moderator analysis revealed that creating concept maps (g = 0.72, p < 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = 0.43, p < 0.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.     

The relationship between task structure and collaborative group interactions in a synchronous peer interaction collaborative learning environment for a course of Physics

Although collaborative group work is used by many instructors as a useful educational tool, there is much room for research on how learning actually occurs within collaborative learning environments. This paper attempts to explore the relationship(if any) between task structure and collaborative group interactions in a synchronous peer interaction collaborative learning environment. For this reason, we used the Cmap during a Physics course for Grade 12 students. This paper compares two groups of students, one studying concept maps with single answer task, and the other studying concept maps with variable answer task. The aim of the study presented in this article is to also investigate the influence of task structure on students’ interactivity according to certain indicators and cognitive performance.     

基于不变属性集的概念格建格算法

该论文证明了新对象增加不使属性集改变的条件下,新节点只可能在原概念格中某一节点的父节点中生成。并给出了新对象的属性集与原概念格中节点的属性集相交时生成新节点的充要条件。据此提出了新增对象时生成新节点的建格算法;最后将算法与著名的Godin的算法比较,说明了在此条件下,本算法对节点的搜索范围会缩小,从而可以加快新增对象时的概念格的重建速度。确定了新节点在原概念格中的直接子节点和直接父节点的计算方法,解决了生成新节点后的连线接问题。     

在物理教学中培养学生问题解决能力的策略

我国物理新课标中明确要求学生应具有＂分析解决问题的能力＂。因此,我们需要探讨物理教学中如何培养学生的问题解决能力。在讨论了物理问题解决能力内涵后,探讨在物理教学中培养学生问题解决能力的方法。