关于概念图在数学教学评价中的应用研究问题  

Studies on Practice of Concept Maps in Mathematics Teaching Evaluation

作　　者：刘荣玄[1] 罗贤强[1] 徐向阳[1] 

机构地区：[1]井冈山大学数理学院

出　　处：《数学教育学报》2011年第4期51-54,共4页Journal of Mathematics Education

基　　金：江西省教学改革课题——概念图在概率论与数理统计教学中的应用研究(jxjg-08-15-24);井冈山大学教改课题——概念图在大学数学教学中的应用研究(xjjg-10-15)

摘　　要：概念图是组织和表征知识的工具，它的节点、连线、层级、分支和交叉连接都可以用来检测学生的学习．数学概念之间的关系可以拓展为对象与对象、对象与过程，或是过程与过程等之间的复杂关系，也牵涉到与运算之间的关系．概念图的评价形式有读图改错题、填图题和构图题．不同形式的概念图检验试题可以设计不同的评分标准，有节点连线评分法、编码评分法和等级评分法．Concept maps is a tool of organizing and representing knowledge, all of its node, connecting line, hierarchical structure, branch and cross-links can be used to test learning ability of students. The relationship between mathematics concepts can be expanded to complicate relationship as object-object, object-process, or object-process and so on, operation relationship is also involved. The forms of evaluation for concept maps conclude reading and correcting, completing maps and concept mapping, different test questions with concept maps can be designed with different criteria, such as Node-Connecting line Scoring, Code Scoring and Level Scoring.

关 键 词：概念图 教学评价 实践研究 数学 效果分析 

分 类 号：G424.1[文化科学—课程与教学论]