思维导图作为一种支持小学准备的新方法

Özgül Polat, Nevra Atis-Akyol
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引用次数: 1

摘要

在不断变化和发展的世界中,促进个人学习经验的方法和途径也在以同样的速度发展。如果这些方法被纳入教育系统,作为传统教学方法的替代,它将丰富儿童的学习经验,并为教师提供接触更多儿童的机会。作为其中的一部分,本研究旨在使用思维导图方法来开发学龄前儿童的入学准备技能。本研究采用定量研究程序设计,计划采用准实验设计。该研究的工作组由44名儿童组成,其中21名属于实验组,23名属于对照组。在研究的第一步,教师接受思维导图训练,随后实验组儿童接受22个主题的思维导图应用(学校、数字、形状、我们的健康、合作、情感、自然……),包括7个大小组和15个个人思维导图应用。这一周的思维导图主题在那一周的节目中每天都有涉及。作为研究的结果,实验组和对照组之间的入学准备技能得分在所有子维度上都有显著差异,有利于实验组。研究表明,思维导图技术对实验组儿童的小学准备有很大帮助。
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Mind mapping as a new method that supports readiness for primary school
In the changing and developing world, the methods and approaches which promote learning experiences of individuals develop at the same pace. If such methods are integrated into the education system as an alternative to traditional teaching methods, it will enrich the learning experience for children and provide teachers with an opportunity to reach more children. As part of this, the research aims to use the mind mapping method to develop school readiness skills of preschoolers. This study was designed with a quantitative research procedure and was planned using a quasi-experimental design. The working group for the study was made up of 44 children, of which, 21 belong to the experimental group and 23 the control group. For the first step of the study, teachers were given mind mapping training and later the children in the experimental group were subjected to mind mapping applications in 22 themes (school, numbers, shapes, our healty, cooperation, emotions, nature…), comprising 7 large group and 15 individual mind mapping applications. The mind map theme of the week was covered every day in that week's program. As a result of the study, a significant difference in scores for school readiness skills between the experimental and control groups was revealed for all sub-dimensions in favour of the experimental group. The study indicates that the mind mapping technique applied with the children in the experimental group supports their readiness for primary school considerably.
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