本文選題：知識可視化 + 視覺表征��； 參考：《山東師范大學》2017年碩士論文

【摘要】：伴隨著“圖像的轉(zhuǎn)向”和“景觀社會”的出現(xiàn),我們生活的整個世界變成了一個視覺的世界,這標志著一個歷史上從未出現(xiàn)過的圖像蜂擁而至的時期——讀圖時代的到來。隨著科學技術發(fā)展的日新月異,人類知識數(shù)量也在飛速增長,人類社會進入知識時代。身處讀圖時代和知識時代的背景下,如何促進知識的創(chuàng)新傳播,如何促進教學過程中信息的高效傳播和理解,成為亟待解決的現(xiàn)實問題。知識的呈現(xiàn)方式影響甚至決定著內(nèi)容的創(chuàng)新、傳播和理解,實現(xiàn)知識的可視化,研究促進知識傳遞和創(chuàng)造的可視化支持工具,能夠讓內(nèi)容更好地被獲取、討論、評估和管理,為此諸多教育研究者將研究視角轉(zhuǎn)向了知識可視化領域。在信息技術支持下,知識可視化有了諸多新的突破,知識可視化在教育教學中的應用逐步增多,并且范圍更加廣泛,效果更受期待。然而,目前關于知識可視化的教學應用還存在不少問題,如理論研究滯后實踐研究,教學中錯誤的視覺表征設計觀點和不恰當?shù)膽梅椒ǖ取ａ槍σ陨蠁栴},本文從教學實際出發(fā),提出了知識可視化視覺表征應用于初中英語教學這一論題,目的在于構(gòu)建知識可視化視覺表征的應用模式并通過教學實驗驗證知識可視化視覺表征的應用對于改善教學效果、激發(fā)學生興趣、培養(yǎng)學生創(chuàng)造性思維的實效性。論文主要工作有以下三點:(1)采用文獻研究法,結(jié)合當前初中英語教學中存在的問題以及知識可視化視覺表征教學應用的研究所存在的不足,找到本研究的切入點,并詳細闡述了知識可視化視覺表征的發(fā)展、定義、實質(zhì)及理論基礎,分析了常見的視覺表征形式,并探討了知識可視化視覺表征應用于初中英語教學的可行性及價值。(2)采用問卷調(diào)查法和訪談法研究了當前初中生的視覺素養(yǎng)水平及知識可視化在初中教學中的應用現(xiàn)狀,在此基礎上,探究了知識可視化視覺表征的教學應用理念;結(jié)合英語學科特點與教學目標、學習者認知特點、視覺表征形式的選擇、教學模式、教學評價等方面進行了知識可視化視覺表征應用于初中英語教學的教學設計;并分別設計了知識可視化應用于英語詞句、語篇閱讀、寫作三種類型的應用案例。(3)采用實驗研究法,選取兩個七年級班級為實驗對象,進行了為期一個學期的知識可視化視覺表征應用于初中英語教學的實驗。通過對實驗數(shù)據(jù)統(tǒng)計分析得到以下結(jié)論:知識可視化視覺表征的應用能提高學生成績,改善教學效果;知識可視化視覺表征的應用能激發(fā)學生興趣,改善學習態(tài)度;知識可視化視覺表征的應用有助于培養(yǎng)學生的創(chuàng)造性思維。
[Abstract]:With the emergence of "image turning" and "landscape society", the whole world we live in has become a visual world, which marks the arrival of an era of image reading which has never appeared before in history. With the rapid development of science and technology, the number of human knowledge is also growing rapidly, and human society has entered the knowledge age. Under the background of the times of reading pictures and the times of knowledge, how to promote the innovative dissemination of knowledge and how to promote the efficient dissemination and understanding of information in the process of teaching has become a practical problem to be solved urgently. The way knowledge is presented affects and even determines the innovation, dissemination and understanding of content, the realization of visualization of knowledge, the study of visual support tools for knowledge transfer and creation, and enables content to be better captured, discussed, evaluated and managed. Therefore, many educational researchers turn their research perspective to the field of knowledge visualization. With the support of information technology, there have been many new breakthroughs in knowledge visualization. The application of knowledge visualization in education and teaching is gradually increasing, and the scope is wider and the effect is expected. However, there are still many problems in the teaching application of knowledge visualization, such as the theory research lags behind the practical research, the wrong visual representation design viewpoint and the inappropriate application method in teaching and so on. In view of the above problems, this paper puts forward the topic of applying visual representation of knowledge to English teaching in junior high school from the perspective of teaching practice. The purpose of this paper is to construct the application mode of visual representation of knowledge visualization and verify the effectiveness of the application of visual representation of knowledge visualization in improving teaching effect, arousing students' interest and cultivating students' creative thinking through teaching experiments. The main work of the thesis is as follows: 1) using the literature research method, combining the problems existing in the current junior middle school English teaching and the shortcomings of the research on the application of visual representation of knowledge visualization, to find the breakthrough point of this study. The development, definition, essence and theoretical basis of visual representation of knowledge visualization are described in detail. This paper also discusses the feasibility and value of visual representation of knowledge visualization in junior middle school English teaching. (2) using questionnaire and interview to study the present level of visual literacy of junior high school students and the application of knowledge visualization in junior middle school teaching. On this basis, this paper explores the teaching application of visual representation of knowledge, combining the characteristics and teaching objectives of English subjects, the cognitive characteristics of learners, the choice of visual representation forms, the teaching model, The visual representation of knowledge visualization is applied to the teaching design of junior middle school English teaching, and the application of knowledge visualization to English words and sentences, discourse reading, etc. In this paper, three types of application cases, namely, experimental research, and two seventh grade classes are selected as experimental objects. The experiment of visual representation of knowledge in junior middle school English teaching is carried out for one semester. Through the statistical analysis of experimental data, the following conclusions can be drawn: the application of visual representation of knowledge can improve students' achievement and teaching effect, and the application of visual representation of knowledge can stimulate students' interest and improve their learning attitude; The application of visual representation of knowledge visualization is helpful to cultivate students' creative thinking.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41;G434

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本文編號：1867960