發(fā)布時(shí)間：2018-10-25 20:54

【摘要】：隨著現(xiàn)代科技的迅猛發(fā)展，知識(shí)的需求量日益加大，教育已經(jīng)不再以傳遞和存儲(chǔ)知識(shí)為重點(diǎn)，而是致力于尋找獲得知識(shí)的方法。古今中外，都試圖以圖文并茂的形式促進(jìn)知識(shí)的掌握與傳承，如《十牛圖》、《世界圖解》。知識(shí)可視化是近幾年興起的一個(gè)研究新熱點(diǎn)，這個(gè)領(lǐng)域研究的主要是將知識(shí)以圖解的手段表示出來(lái)，形成能夠直接作用于人的感覺器官的知識(shí)外在表現(xiàn)形式。把知識(shí)可視化，形成恰當(dāng)?shù)耐庠诒憩F(xiàn)形式（即視覺表征），能加快知識(shí)的更新傳遞。最近幾年，知識(shí)可視化應(yīng)用于社會(huì)各行各業(yè)的例子隨處可見，其中，把知識(shí)可視化應(yīng)用在教學(xué)當(dāng)中，效果尤為顯著，這也成為了教育技術(shù)學(xué)的研究人員研究的重要領(lǐng)域。知識(shí)可視化不但幫助學(xué)生解決學(xué)習(xí)上遇到的難題，減輕學(xué)生認(rèn)知負(fù)荷，還幫助教師改進(jìn)教學(xué)方法，提高教學(xué)效率，從而有利于教學(xué)內(nèi)容的傳承。因此，有必要把知識(shí)可視化和教學(xué)應(yīng)用結(jié)合在一起進(jìn)行研究。 本文研究方法主要是文獻(xiàn)研究法、行動(dòng)研究法、比較研究法和案例研究法等。首先，界定了知識(shí)可視化的定義內(nèi)涵，然后把國(guó)內(nèi)外對(duì)知識(shí)可視化研究情況做了個(gè)分析比較，得出我國(guó)對(duì)知識(shí)可視化應(yīng)用的形式種類不多，教學(xué)應(yīng)用研究范圍不廣等結(jié)論。接著指出本文的研究問(wèn)題是知識(shí)可視化及其在教學(xué)當(dāng)中的應(yīng)用的模式和方法策略，《高中物理》課程當(dāng)中適合用可視化方法表示的知識(shí)在不同情況下用不同的方式來(lái)表示，得出知識(shí)可視化教學(xué)應(yīng)用策略，通過(guò)選用合適知識(shí)可視化方法，提高學(xué)生學(xué)習(xí)的積極性和認(rèn)知能力。下一步結(jié)合人的認(rèn)知負(fù)荷與工作記憶的特點(diǎn)，分別分析知識(shí)可視化理論基礎(chǔ)：雙重編碼理論、多媒體學(xué)習(xí)理論、知識(shí)管理理論、腦科學(xué)理論、圖式理論和信息加工理論。第三章分析了高中物理教學(xué)的作用、知識(shí)可視化與高中物理教學(xué)整合的方法，并介紹了適合高中物理的知識(shí)可視化形式和工具軟件及工具特點(diǎn)進(jìn)行分類，而后提出了知識(shí)可視化的運(yùn)用策略。第四章首先確定了實(shí)驗(yàn)對(duì)象，，然后介紹對(duì)學(xué)生進(jìn)行概念圖和思維導(dǎo)圖培訓(xùn)的內(nèi)容，接著介紹物理概念、計(jì)算和教學(xué)的具體實(shí)例。進(jìn)一步闡述了知識(shí)可視化的教學(xué)應(yīng)用過(guò)程。通過(guò)學(xué)生成績(jī)進(jìn)行實(shí)驗(yàn)結(jié)果分析，指出應(yīng)用知識(shí)可視化工具圖解知識(shí)時(shí)應(yīng)注意的問(wèn)題。最后提出本文結(jié)論、不足與展望。
[Abstract]:With the rapid development of modern science and technology, the demand for knowledge is increasing day by day. Education is no longer focused on transferring and storing knowledge, but on finding ways to acquire knowledge. In ancient and modern times, we try to promote the mastery and transmission of knowledge in the form of pictures and texts, such as "Ten Niu Pictures" and "World diagrams". Knowledge visualization is a new research hotspot in recent years. The main purpose of this field is to express knowledge graphically to form the external form of knowledge which can act directly on human sensory organs. Visualizing knowledge and forming proper external representation (i.e. visual representation) can speed up the renewal and transfer of knowledge. In recent years, examples of the application of knowledge visualization in various sectors of society can be seen everywhere, among which, the application of knowledge visualization in teaching is especially effective, which has become an important research field of educational technology researchers. Knowledge visualization not only helps students solve the problems encountered in learning, but also helps teachers to improve teaching methods and teaching efficiency, which is conducive to the inheritance of teaching content. Therefore, it is necessary to combine knowledge visualization with teaching application. The research methods of this paper are literature research, action research, comparative research and case study. Firstly, the definition and connotation of knowledge visualization are defined, and then the research situation of knowledge visualization at home and abroad is analyzed and compared. The conclusion is that there are not many forms of knowledge visualization in our country and the research scope of teaching application is not wide. Then it is pointed out that the research problem in this paper is the pattern and method strategy of knowledge visualization and its application in teaching, and the knowledge which is suitable for visualization in the course of Physics in Senior High School is represented in different ways under different circumstances. The application strategy of knowledge visualization teaching is obtained, and the students' enthusiasm and cognitive ability can be improved by selecting appropriate knowledge visualization methods. The next step is to analyze the theoretical basis of knowledge visualization: double coding theory, multimedia learning theory, knowledge management theory, brain science theory, schema theory and information processing theory. The third chapter analyzes the function of physics teaching in senior high school, the method of integrating knowledge visualization with physics teaching in senior high school, and introduces the form of knowledge visualization and the characteristics of tools and tools, which are suitable for senior high school physics. Then the strategy of knowledge visualization is put forward. In the fourth chapter, the experimental object is first determined, then the contents of training students in concept map and thinking map are introduced, and then the concrete examples of physics concept, calculation and teaching are introduced. The teaching application process of knowledge visualization is further expounded. Through the analysis of the results of the experiment, the paper points out the problems that should be paid attention to when applying the knowledge visualization tool to the illustration of the knowledge. Finally, the conclusion, deficiency and prospect of this paper are put forward.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G434;G633.7

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