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在ACT阅读考试的教学过程中利用思维导图,能够对学生所提取的信息进行整体的检查、修正以及补充,能够利用学生自行画的思维导图实现对学生思维过程的整体把握。基于上述原因,笔者针对ACT阅读考试进行了思维导图教学策略的研究,期望提高学生的学习效率。本文根据思维导图教学的相关理论为基础,分析思维导图在ACT阅读考试教学中的应用价值,提出了教师在ACT阅读考试的教学过程中课前、课中和课后三个阶段应用思维导图的可行性,介绍了在ACT阅读考试的教学过程中思维导图的设计需要遵循的程序性原则和引导原则,以及思维导图和概念导图两种设计模型。
The use of mind mapping in the teaching of ACT reading test can check, correct and supplement the information extracted by the students, and can make use of the students’ self-drawn mind mapping to grasp the whole process of the students thinking process. Based on the above reasons, the author conducted a study of thinking map teaching strategies for ACT reading exams, hoping to improve students’ learning efficiency. Based on the related theories of mind map teaching, this paper analyzes the application value of mind map in ACT reading test teaching, and puts forward the application thinking of teachers in ACT reading exam teaching process in three stages: before class, after class and after class The feasibility of map drawing introduces the procedural principles and guiding principles to be followed in the design of mind map during the teaching of ACT reading test, as well as two design models of mind map and concept map.