概念图对不同个性差异学生学习促进的实验研究

Concept Mapping and Individual Differences in Science Learning

本文探讨了概念图策略对不同个性差异学生学习的影响,个性因素包括:性别、先前知识基础和认知方式。在初三年级进行概念图实验研究,实验班级中教师利用概念图作为学习导引工具讲解课程知识,学生课下制作概念图;对照班级教师按照传统讲授方式进行。结果表明:概念图提高了场依存性学生科学学习的能力;概念图更加有利于先前知识水平较低的学生提高成绩;制作概念图存在性别差异,男生比女生适合制作概念图;制作概念图存在认知方式的差异,场独立性学生更善于制作概念图。

This article discussed the effects of concept maps on learners of different individualities such as prior knowledge, cognitive styles and sex was investigated. An experimental group of ninth graders and a control group spent a year on the same science subjects. The teacher used concept maps as cognitive aids for guiding graph comprehension; pre-prepared concept maps were integrated into traditional instructional methods; the leanaers created concept maps after class. Some benefits were observed for learners with low prior knowledge As the results indicated, concept mapping reduced the difference in science achievement between field-independent students and field-dependent students. The results favored boys and field-independent students creating concept maps.