The Study Of The Physical Teaching Function Upon The Concept Map

Concept map is a cognitive tool and teaching strategy, which is developed by Novak, based on the significance of learning theory of Ausubel. It is a network of concepts, which represents the concepts and the relationship of the concepts in the form of concentrates of knowledge; It has some features, such as rich content, large amount of information, structural integration, structured, simply operation, easily evaluated, timely extension, easy to repair and so on. In view of this, after Novak introduced Concept map in "Learning How to Learn" systematically in 1984, it was an international focus with fruitful results, especially in Europe and the United States. By the end of the 20th century, when Concept maps was introduced in our country, it has experienced three stages, as the sporadic and brief introduction, the comprehensive promotion and simple applications, the features development and extensive application. With our scholars are concerned about the fruit of external researches about concept map, combing the development history of it, strengthening the value of the function, we have made a lot of results. However, concept map is lack of a high level of empirical and discipline research, in innovative, systematic, and comprehensive, etc.In this research, I inherited the essence of academic, "reality-seeking, truth-seeking, novelty-seeking", pursuing inquiry, cooperation, innovation, curriculum reform ideas, to emphasize the significance, focus on entirety and pay attention to the links. I make the academic ideas and core teaching principles to physics (physics in middle school particularly) as the media carrier, to carry out the experimental study of teaching concept map. In the course of action, through the deepening of the theory and practice of concept map, the speeding up our integration with the international concept map research, we achieve to optimize physics education, to promote the new reform of physics curriculum.This research integrates the advantages of the methods of searching the literature, investigation, experiment, statistics and comparison. Summing up my years of knowledge accumulation and academic accomplishment, after several series of empirical studies and I have achieved to get some developments of the concept maps, and revealed four features. Firstly, the function of interpreting:concept map is the cognitive tools of representing, integrating, testing, revising, improving the knowledge; it can not only interpret the content and characteristics of knowledge (such as physical concepts, laws, etc.), but also represent many class-teaching elements (such as teaching modes, teaching skills, etc.), so that we can clear, concise, comprehensive understand and master the knowledge. Secondly, the function of teaching strategies:concept map, in the form of organization, clearly defined the status, level and characteristics of the concept; it clearly indicates the links among concepts; it activates the learner's knowledge structure and cognitive structure; then it has the double values of "teaching" and "learning". It can be used as curriculum and instructional design, build the "scaffolding" of understanding, promote the assimilation and integration of knowledge, achieving meaningful learning. Thirdly, the evaluating function of the knowledge structure:the concept map is structured, in the form of network, to reflect the relationships among the concepts. Then the knowledge structure of students can be better evaluated. As an evaluation tool, it not only gives the students mapping score, score distribution, but also from the types of proposition, propositions created and the structure of graphics to analyze the knowledge of students and their organizations. So the evaluation of students'learning process and learning results is comprehensive and scientific. The last but not the least, the expanding function of the teaching reform:concept map strategies are advocated by the new curriculum and curriculum reform; the ideas of them are the echoes. Concept map will be incorporated into the inquiry teaching, investigative study or cooperative learning. By the mutual assistance and interaction between teachers and students (in particular students and students), we design experiments, explore knowledge, and build a mode of concept map learning, which can nurture the students summarizing the knowledge, combing and innovating their ideas, to achieve the goals of the new course, which are the co-operative experience and exploring enjoyment.In this study, adhering to the action strategies, "study in research, think in study, teach in think", I cracked the thesis, "teaching and research is different, relatively independent", with making the two rely on each other, as reciprocal causation. Under the effect of the careful guidance of teachers and co-operation of research teams, I highly practice the various demands of "scientific research, effective teaching, students'brilliant future, the development of yourself."...