Effects Of Concept Mapping On Senior High School Students' Logical Reasoning Ability

In the traditional teaching , a teacher is the center of the teaching process while students are passively treated as a bag to be put into knowledge. Constructlists think that students should be centred in teaching. Students can construct their own knowledge. Based on Ausubel's theory Novak established the concept mapping . After that the western countries pay more attention to the research of concept mapping. At present time the research of concept mapping has become international interest while no enough attention has paid to it in china.I try to put forward some opinions of the use of concept mapping to the constructlism. In my opinion, students can construct their own knowledge network in order to improve their ability of logical reasoning by some modes of thinking such as comparison, classification, generalization and so on to comprehend the extension and intention of concepts and determine the logical relationship among concepts.One of the purpose of this research is to observe whether the ability of logical reasoning are improved remarkablely after students use the strategy of concept map study. The other one is that these problems are to be under review dynamicly. This research bases on the students of grade one in senior high school. These are the experimental class and controlling classes in the research which last more than 3 months when students studied the front three chapters in physics of senior one . Using the strategy of concept map. FCI is used as pre-test of concept and FMCE can work as post-test of the ability of logical reasoning. At beginning the students both in experimental and controlling classes are required to have FCI examinations. The marks are converted into standard marks. Then the whole class are divided into three levels including good mark level, moderate mark level and low mark level . Before tests, there is no significant differences among these groups. After the scheduled learning contents are finished, the two classes are required to have FMCE and TOLT examinations and be divided into three groups according to the marks of front-test to the counted. The result is that the marks of FCME of after-test of students in experimental class are better than those of controlling class in different levels. There are remarkable differences in these group (the good mark level p<0.05,moderate mark level P<0.05,low mark level P<0.001 ) . The results of TOLT are the same (the good mark level p<0.01,moderate mark level P<0.001,low mark level P<0.05 ) , After testing the relativity of FMCE and TOLT , I find there is high relative coefficient in them . The label and logical direction have the highest relativiting in concept map by picking up students randomly of 30% in each group. The marks of concept and label both have very good growing diagram after the whole are divided into two according to the numbers of concept number in concept map. In TOLT examination except that there is little differences in Combinatorial Reasoning,the ability of other kind of reasoning of experimental class are better than those of controll class. Besides what are mentioned above, the developments of all kinds of reasoning are not identical. The best one is Proportional Reasoning and controlling Variables , the better one is Probabilistic Reasoning, the worst one is Probabilistic Reasoning and Correlational Reasoning.