基础教育领域思维可视化的问题、对策及例解
Problems,Countermeasures and Illustrations on Thinking Visualization in the Field of Basic Education
颜士刚 1袁晓蕾 1冯友梅1
作者信息
- 1. 天津师范大学教育学部,天津 300387
- 折叠
摘要
思维可视化能够很好地促进学生的思维发展,在基础教育领域,尤其思维培养目标的达成方面优势明显,也得到了广泛应用,但是实践中,却存在图形语义模糊、使用不规范甚至混乱等情况.从思维可视化的实践出发,深入探讨思维可视化及其相关技术的困境,在理论上追根溯源,发现其理论支撑不足、生成逻辑不完善;实践中与知识可视化纠缠不清,其本质问题是知识与思维之间关系认识模糊.据此,从思维与知识具有内在一致性的观点出发,重新认识思维可视化"表征什么""如何表征"与"何种方式进行表征"等问题,最终找到了一条支持思维发展的思维可视化路径,即利用图形符号构建图形符号系统;对知识结构之间的关系(即语义)进行表征,形成图形符号—语义系统,并以例解形式进行解析,希望借此促进基础教育领域的学生思维培养.
Abstract
Thinking visualization is an important means to promote the development of students'thinking,which has obvious advantages in the field of basic education,especially in the realization of thinking training goals,and has been widely used.However,in practice,there exist such problems as fuzzy graphic semantics,irregular use and even confusion.Starting from the practice of thinking visualization,this paper deeply explores the dilem-ma of thinking visualization and its related technology,and finds out that its theoretical support is insufficient and its generative logic is not perfect in theory and that it is entangled with knowledge visualization due to the fuzzy understanding of the relationship between knowledge and thinking in prac-tice.From the view that thinking and knowledge have intrinsic consistency,after rediscovering the problem of"what to represent","how to represent it"and"what way to make representation",a feasible path that supports the development of thinking is finally found,that is,using graphic symbols to build graphic symbol system.The relationship between knowledge structures(i.e.semantics)is represented to form a graphic-semantic system and il-lustrated with some specific examples in order to promote the thinking training in the field of basic education.
关键词
思维可视化/图形符号/图形语义Key words
thinking visualization/graphical symbols/graphic semantics引用本文复制引用
基金项目
教育部人文社会科学研究规划基金(2021)(21YJA880076)
出版年
2024
NETL
NSTL
万方数据