思维导图:建构学生的学习力——以《黄鹤楼送别》教学为例  

Mind Mapping: Constructing Students’ Ability of Learning

作　　者：丁美君 DING Meijun(Wuxi Nanhu Primary School,Wuxi 214024,China)

机构地区：[1]无锡市南湖小学

出　　处：《江苏教育研究》2019年第26期62-65,共4页Jiangsu Education Research

摘　　要：小学语文教学中运用“思维导图”这一学习工具,可以引导学生在习得知识的同时发展思维,培养带得走的学习能力。以《黄鹤楼送别》教学为例,课前运用思维导图预学,可以呈现已知与未知;课中运用思维导图研学,可以丰富学习内容;课后运用思维导图延学,可以建构整体知识框架。Application of mind mapping in primary school Chinese teaching can guide students to acquire knowledge as well as develop their thinking to cultivate their internalized ability of learning.In teaching practice,teachers may guide students to preview before class by using mind mapping to present the known and the unknown,in class students may use mind mapping to study and to enrich their learning contents,and after class students may use mind mapping to continue their learning and to construct holistic frames of knowledge.

关 键 词：思维导图 学习力 小学语文教学 

分 类 号：G623.2[文化科学—教育学]