CSK可视化知识表征设计、应用及效用分析

发布时间：2018-01-12 04:25

本文关键词：CSK可视化知识表征设计、应用及效用分析　出处：《华东师范大学》2017年博士论文　论文类型：学位论文

【摘要】：人类的进步离不开每个人不断的学习与自我提升。而学习效率与质量这个重要问题,与不同侧面的方式、方法、手段有着密切联系。在信息化教育视野中,数字与视觉媒体与可视化技术应用曾经势头猛劲,其技术与产品已经在传媒、教学、数字艺术等多领域广泛应用,包括教育教学领域。然而,这些似乎也未能为人类学习的绩效带来质的改观,反而一些新问题不断出现。如对数字阅读、碎片化学习的种种担忧。在国家《新课程标准》中,生成性认知与思考、多样性认识与计算,提出问题与解决问题的能力,贴近生活实际地学习,侧重研究性学习等倍受重视,强调"学为中心"和"质量"意识,不再如以往那样更多地强调知识与技能为重的学习与掌握。《新课程标准》指导下的新数学教材,也强调从运算意义出发进行思考和教学,强调密切联系学生的生活。新标准给以往以知识为主的课堂教学与学习提出了挑战。一言以蔽之,就是要让学生尽量去发现知识,并能做到灵活迁移,运用知识解决问题。而这在深度学习所关注的认知方面,就是把源于感官的信息和基于概念的认知与思考放到了第一位。这也正是可视化技术设计与应用的重要之处。可视化技术,从可视形态的本质来看,包括了"拟象"可视与解析可视,普遍适用的"拟象"可视方式结合基于语言与逻辑的解析可视,可以满足不同学习者的学习需要。协调使用可视方式可连接视觉与语言功能,能增强学习者记忆、概念与逻辑方面的表现。本研究针对学习之"浅"与学习"低效能"的现象,以帮助学习者更好地完成外在的或自主的学习目标为目的。研究试图通过一种相对普适的可视化知识表征方法指导知识表征与学习过程,以期学生的学习过程更加深入而富有成效。研究中通过文献调研与系统的理论分析,包括"知识"、"可视化"、"深度学习"和不同的"学习理论"等,形成可行的有可视化表征方案。接着,将这种表征的方法运用到了初中数学方程知识的学习中,并确定了学习程度测评方法。实践应用在某初级中学二年级的两个班级进行,为期约两个学期。研究意图通过感知、理解、练习与运用环节,帮助学生习得这种可视化图解学习方法,并运用到数学应用题目的解答中。详见第二、三、四章。结果显示,可视化知识表征很受到学生的肯定。在实施中它对部分学生有积极效用——能够帮助学生理解应用情境并应用所学知识,辅助其关联构思,进而深化学习。然而,即便可视设计合乎需要,可视化表征也不是能够正向影响学习结果的唯一条件。可视化学习方式需要老师的适当教授与充分指导,经过一定的时间才能掌握并顺利运用。对于学科学习相应的可视要件设计也十分必要。分析认为,促进深度学习,依赖于学生对所意向事物的自主辨识,其间概念与关系的辨识是可视化辅助学习深入的重要之处——相应地对事物内涵的比较与分类是重要心智操作。这在第六章第一节第一部分第二点的讨论分析与第五章第四节第四部分的分析中可以一般——事物内涵体现于对概念、概念关系与等量关系的"认"与"思"。此外,学习中个体"模仿"性习得方式,值得进一步关注。详见第五、六章。CSK是合乎主体需要的可视化进路,而"对象—关系"方法是运用可视化连贯体系进行表征应用的重要方法。在可视化表征设计策略方面,当以学习者的自身情况为出发点,以学习者所知内容为基础,围绕学习内容随时设计;其中善用泛型是CSK可视表征进一步应用的必然要求。更加有针对性的、系统的可视化表征工具套件,或可成为特定学习阶段必要的学习工具。学习过程中有一个重点是概念与关系的理解与掌握,而可视化设计在这个过程中的应用需要结合"似象"与"解析"两种类型的优势——尤其是在智慧技能类知识的学习过程中,其中学生的语言水平也是重要的。详见第六章。CSK的基本思路是连通环境与学习者,而可视化学习方式在这个路径上可以成为基本的实施手段,具有内外不同的可操作性。在E-learning环境中,可视化技术在学习中也能因此而可以"协同"发挥作用。以认知原理和学习科学为基础的可视化学习方式对于人类学习或许具有更为深远的效用。
[Abstract]:The progress of mankind cannot do without everyone in continuous learning and self-improvement. Studying this important problem the efficiency and the quality, methods and different aspects of the way, means are closely linked. In the information in the field of education, digital and visual media and the application of visualization technique has potential head Mengjin, its technology and products have been in teaching media, digital art, etc. widely used in many fields, including the field of education and teaching. However, these seem to have been human learning performance brought a qualitative change, but some new problems appear constantly. As of digital reading, the fragmentation of learning concerns in the country. "New Curriculum standard", cognition and thinking of the generation, understanding and calculation of diversity, ability to propose and solve problems, close to real life learning, focusing on learning attracted the attention, emphasis on "learning centered" and "quality" consciousness, no longer as in the past As more emphasis on knowledge and skills. The new curriculum standard > heavy learning and mastering new mathematics textbooks under the guidance also stressed from the operation significance of thinking and teaching, emphasizing the close contact student life. Challenges of classroom teaching and learning new standards for the knowledge. To sum up in a word. Is to let the students try to find knowledge, and can achieve flexible migration, use knowledge to solve problems. This study focus on the cognitive aspects in depth, is the source to sensory information and cognitive and thinking based on the concept in the first place. This is important in the design and application of visualization technology of visualization. From the point of view of technology, the essence of visual form, including the "simulacra" visual and visual analysis, universally applicable "simulacra" based on the combination of visual language and logic analysis of visual, can meet the needs of different learners The learning needs. The coordinated use of visual mode can be connected with function of visual language to reinforcement learning memory, concept and logic. Based on the study of "light" and "low learning efficiency" phenomenon, in order to help learners to better accomplish the external or independent learning objectives. Study through a visual knowledge representation method is relatively universal guidance of knowledge representation and learning process, the learning process in order to give students more in-depth and fruitful analysis. Through literature research and systematic theoretical research, including "knowledge", "visualization", "deep learning" and "learning theory", the formation of a feasible visual representation scheme. Then, this method will be applied to the characterization of the junior middle school mathematics knowledge equation study, and to determine the degree of learning evaluation method. Practical application in two classes of the second grade in a primary school Class, a period of about two semesters. The research intention through the perception, understanding, practice and use of links, to help students acquire the visual graphic learning method, and applied to the application of mathematics questions. See Chapter second, third, four. The results showed that the visual representation of knowledge is accepted by students. In the implementation part of it students have a positive effect, can help students understand the application situation and application of the knowledge, the association assisted conception, and deepen the study. However, even desirable visual design, only visual representation is not able to positive impact on learning outcomes. Appropriate and sufficient visual learning guidance Professor needs a teacher, after a certain period of time in order to grasp and use for learning. The smooth visual elements of the corresponding design is also very necessary. The analysis thinks, promote deep learning, rely on students to Self identification of intention of things, the identification of concepts and relationships is compared with the classification of visualization aided learning deeply important point corresponding to the connotation is an important operation in mind. This discussion and analysis of the fifth chapter fourth section of the fourth part of the first section of the sixth chapter of the first part of the second points in general -- things embodied on the concept, the concept of relation and equivalent relation "that" and "thinking". In addition, the study of individual "imitation" of acquisition mode, it is worth further attention. See Chapter fifth, sixth.CSK is a main approach to visualization, and "object relation" method is an important method to use visual coherence system characterized by the in visual representation design strategy, when the learner's own situation as the starting point, the learners know about the learning content as the foundation, with the use of the content design; Generic CSK visual representation is an inevitable requirement for further application. More targeted, the visual system characterization tool suite, or it can be a specific stage of learning the necessary learning tool. The learning process is a key and master concept and understanding of the relationship, and the visualization design in this process requires a combination of "resembling" and "analytic" two types of advantages, especially in the learning process of intellectual skill knowledge, including the language level of students is also important. See Chapter sixth of the basic idea of.CSK is connected with the learners in this environment, the path and visualization way of learning can become the basic means of implementation, with different internal and external operability. In E-learning environment, the visualization technology can also therefore can "synergy" play a role in learning. Based on the cognitive principle and visual chemical science based learning Practice may have a more far-reaching effect on human learning.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G434;G633.6

【参考文献】