运用概念图进行生物教学对学生认知方式的影响

本研究以高二学生为被试 ,采用不同教学方法进行高中生物“新陈代谢”一章的教学后 ,对高二学生的认知方式及其学业成绩进行了分析。结果表明 :(1)不同的教与学方法对学生的认知方式会产生显著影响。 (2 )使用画概念图的实验班学生多选择“规则 (P)”为其认知方式。这表明 ,学生主要以有意义的方式在进行学习和建构自己的认知结构 ,其生物学业成绩较好。 (3)运用传统教学法的控制班选择“回忆 (R)”为主要认知方式。这表明 ,控制班学生以机械记忆为主构建自己的认知结构

Use concept-mapping tactic to affect students' cognitive modes in biology lessons

The sample of the study was randomly assigned to the two regularly scheduled classes of year 11. Concept mapping (experimental) and lecturing (control) approaches were used in the two classes with the same teaching content, "metabolism". The results show that: (1) concept mapping tactic, used as the teaching and learning, can change students' cognitive modes effectively. (2) In the experimental class, the cognitive modes are mainly Principle (P), which indicates that the students construct their cognitive structure with meaningful study style. And their biology achievements are better. (3) In the control class, the cognitive modes are mainly recall (R), which indicates the students construct their cognitive structure with memory.