本文選題：可視化　切入點：知識可視化　出處：《遠程教育雜志》2016年02期

【摘要】：相對課堂教與學傳統(tǒng)與未來的分界,思維可視化視角的必要性和獨特性日益顯著,值得塑造�？梢暬瘶俗R當代文明演進的特定領域,思維可視化與知識可視化的時間臨界、空間臨界、人員臨界,表征了思維可視化與知識可視化的對立統(tǒng)一聯(lián)系。思維可視化技術(shù)應用于未來課堂,映射了思維可視化教與學活動和思維可視化教與學環(huán)境兩元要素所締結(jié)的未來課堂架構(gòu)。未來課堂架構(gòu)思維可視化的設計與開發(fā)模型,描述和說明了未來課堂的思維可視化教與學活動及其環(huán)境。未來課堂的思維可視化教學活動,展現(xiàn)了思維可視化教學與思維可視化學習的協(xié)同;未來課堂思維可視化教與學環(huán)境,體現(xiàn)了思維可視化有形技術(shù)與思維可視化無形技術(shù)的融合。
[Abstract]:Compared with the boundary between the tradition of classroom teaching and learning and the future, the necessity and uniqueness of visual perspective of thinking are more and more obvious.Visualization identifies the specific field of the evolution of contemporary civilization, the time critical, spatial critical and personnel critical of visualization of thinking and knowledge, which represents the unity of opposites between visualization of thinking and visualization of knowledge.The technology of thinking visualization is applied to the future classroom, which reflects the future classroom structure formed by the two elements of thinking visualization teaching and learning activities and thinking visualization teaching and learning environment.The design and development model of thinking visualization in the future classroom structure is described and illustrated. The teaching and learning activities and the environment of thinking visualization in the future classroom are described and explained.The visual teaching activities of thinking in the future classroom show the synergy between the visual teaching of thinking and the visual learning of thinking, the visual teaching and learning environment of future classroom thinking,It embodies the fusion of visible technology of thinking visualization and invisible technology of thinking visualization.
【作者單位】： 華東師范大學教育信息技術(shù)學系;
【基金】：全國教育信息技術(shù)“十二五”規(guī)劃重點課題“思維可視化技術(shù)與學科整合的理論和實踐研究”(項目編號:116220539)的研究成果
【分類號】：G434
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本文編號：1704875