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思维导图作为一种头脑激荡和思维组织的方式在实践中有广泛应用。探索思维导图阅读应用的学生情感的变化及其影响,可深化、增强思维导图阅读实践。针对思维导图阅读应用时情感的变化及效用问题,该文基于文献形成概念模型与假设,并在一个小学教学班进行了思维导图阅读试验。通过情感测量、练习测试、访谈与思维导图分析等方法收集、分析数据后发现,用思维导图辅助阅读,能激起学生情感变化并对阅读效果产生积极影响。通过从感性到理性的情感迁移和认知与思维的中介应力,正向情感能促使学生靶向阅读目标并正向影响其对课文的整体理解;而负向情感容易使小学生失焦于课文细节,而阻碍其对内容的组织与理解,进而削弱阅读效果。研究分析与基本结论,可为实践中技术应用方式的设置和技术方法的设计,提供有益的依据。思维导图应用"不良反应"的原因,以及思维导图辅助表达的重要因子等问题,将在未来思维导图学习应用中继续关注。
Abstract：As a means of brainstorming and guiding thoughts, mind maps are widely used in practice. Exploring the changes and influences of students' emotion during reading with mind maps can deepen and enhance the practice of mind map reading. Focusing on the emotional changes and its utility in the process of mind map reading comprehension, the research formed a conceptual model and its' assumptions based on the literature, and conducted a mind map reading experiment within a teaching class. Collecting and analyzing data, measuring emotional status, testing a mind map reading, and making interview, then it is found that the emotion during the mind map reading has a positive impact on the reading effect. Positive emotions help students to target the reading target with emotional transfer from perceptual to rational emotion and the intermediate stress of cognition and thinking, positively influencing the overall understanding; negative emotions tend to make the pupils lose focus on the text details and hinder them organizing and understanding the content, furtherly weakening the reading effect. Research analysis and basic conclusions can provide a useful basis for the application of technological design and technical methods in practice. The reasons of "adverse reactions" in mind maps application in learning and the important factors in the way of mind map assisted expression will continue to be paid attention to in future research on the application of mind maps.
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基本信息:
中图分类号:G434;G623.2
引用信息:
[1]权国龙,董楠,陈金艳,等.基于思维导图的情感效用阅读实证研究[J].中国电化教育,2019,No.386(03):55-63.
基金信息:
中央高校基本科研业务费专项资金资助课题“‘互联网+’环境下的理解性学习与认知研究”(项目编号:2017JDZD07);; 江苏省教育科学“十三五”规划课题“促进在线课程学习绩效的可视化改进设计研究”(项目编号:B-b/2018/01/25)研究成果
2019-03-05
2019-03-05
2019-03-05