思维可视化教学的表征研究
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摘要
思维可视化是内隐思维外显的表征体系,是将不可见的思维用显而易见、直观形象的符号清晰、准确呈现出来的过程,是以整合思维程序与创新思维方式为主旨的思维发展技术。思维可视化教学有四种表征形态,图像表征主要通过视觉具化,以图式的形式,概化知识脉络,从而实现内隐思维的外显;媒介表征通过动态觉知,把静态的知识进行动态化呈现,揭示思维的活动过程;言语表征通过语言、语调的表现与变化,再造场景,表达主体对知识的理解和思考路径;肢体表征主要通过具身体验,还原抽象逻辑知识,实现"抽象知识"和"生活原型"的链接。
Thinking visualization is an explicit representational system of implicit thinking,a process presenting invisible thinking clearly and accurately with obvious and impressive symbols,and a technology of developing thoughts that aims at integrating thinking procedures and innovative thinking modes. Thinking visualization teaching has four kinds of representational forms. Image representation realizes the explicitness of implicit thinking through visualization in the form of schema to generalize the context of knowledge;media representation dynamically presents static knowledge and reveals the process of thinking through dynamic awareness;speech representation reconstructs the scene through the expression and change of language and intonation to express the subject's understanding of and thinking approach to the knowledge;and body representation restores abstract logic knowledge mainly through physical experience to realize the link between"abstract knowledge"and"life prototype".
Thinking visualization is an explicit representational system of implicit thinking,a process presenting invisible thinking clearly and accurately with obvious and impressive symbols,and a technology of developing thoughts that aims at integrating thinking procedures and innovative thinking modes. Thinking visualization teaching has four kinds of representational forms. Image representation realizes the explicitness of implicit thinking through visualization in the form of schema to generalize the context of knowledge;media representation dynamically presents static knowledge and reveals the process of thinking through dynamic awareness;speech representation reconstructs the scene through the expression and change of language and intonation to express the subject's understanding of and thinking approach to the knowledge;and body representation restores abstract logic knowledge mainly through physical experience to realize the link between"abstract knowledge"and"life prototype".
引文
[1]林慧君.思维可视化及其技术特征[A].计算机与教育:实践、创新、未来——全国计算机辅助教育学会第十六届学术年会论文集[C].2014.
[2]彭亚飞.读图时代[M].北京:中国社会科学出版社,2011.56.
[3]尹晗,张际平.思维可视化视角下的未来课堂架构研究[J].远程教育杂志,2016,(2):110.
[4]祝智庭,贺斌.智慧教育:教育信息化的新境界[J].电化教育研究,2012,(12):10.
[5]Robert J.Sternberg,Louise-Swerling.思维教学[M].赵海燕译.北京:中国轻工业出版社,2001.146.61.
[6]石中英.知识转型与教育改革[M].北京:教育科学出版社,2001.374.
[7]赵国庆.思维教学研究百年回顾[J].现代远程教育研究,2013,(6):46.
[8]肖晓玛.杜威学校的教育戏剧特色探略[J].教育评论,2014,(11):163.
[2]彭亚飞.读图时代[M].北京:中国社会科学出版社,2011.56.
[3]尹晗,张际平.思维可视化视角下的未来课堂架构研究[J].远程教育杂志,2016,(2):110.
[4]祝智庭,贺斌.智慧教育:教育信息化的新境界[J].电化教育研究,2012,(12):10.
[5]Robert J.Sternberg,Louise-Swerling.思维教学[M].赵海燕译.北京:中国轻工业出版社,2001.146.61.
[6]石中英.知识转型与教育改革[M].北京:教育科学出版社,2001.374.
[7]赵国庆.思维教学研究百年回顾[J].现代远程教育研究,2013,(6):46.
[8]肖晓玛.杜威学校的教育戏剧特色探略[J].教育评论,2014,(11):163.