知识可视化在高中物理教学中的应用研究

发布时间：2018-10-25 20:54

【摘要】：随着现代科技的迅猛发展，知识的需求量日益加大，教育已经不再以传递和存储知识为重点，而是致力于寻找获得知识的方法。古今中外，都试图以图文并茂的形式促进知识的掌握与传承，如《十牛图》、《世界图解》。知识可视化是近几年兴起的一个研究新热点，这个领域研究的主要是将知识以图解的手段表示出来，形成能够直接作用于人的感觉器官的知识外在表现形式。把知识可视化，形成恰当的外在表现形式（即视觉表征），能加快知识的更新传递。最近几年，知识可视化应用于社会各行各业的例子随处可见，其中，把知识可视化应用在教学当中，效果尤为显著，这也成为了教育技术学的研究人员研究的重要领域。知识可视化不但帮助学生解决学习上遇到的难题，减轻学生认知负荷，还帮助教师改进教学方法，提高教学效率，从而有利于教学内容的传承。因此，有必要把知识可视化和教学应用结合在一起进行研究。本文研究方法主要是文献研究法、行动研究法、比较研究法和案例研究法等。首先，界定了知识可视化的定义内涵，然后把国内外对知识可视化研究情况做了个分析比较，得出我国对知识可视化应用的形式种类不多，教学应用研究范围不广等结论。接着指出本文的研究问题是知识可视化及其在教学当中的应用的模式和方法策略，《高中物理》课程当中适合用可视化方法表示的知识在不同情况下用不同的方式来表示，得出知识可视化教学应用策略，通过选用合适知识可视化方法，提高学生学习的积极性和认知能力。下一步结合人的认知负荷与工作记忆的特点，分别分析知识可视化理论基础：双重编码理论、多媒体学习理论、知识管理理论、脑科学理论、图式理论和信息加工理论。第三章分析了高中物理教学的作用、知识可视化与高中物理教学整合的方法，并介绍了适合高中物理的知识可视化形式和工具软件及工具特点进行分类，而后提出了知识可视化的运用策略。第四章首先确定了实验对象，，然后介绍对学生进行概念图和思维导图培训的内容，接着介绍物理概念、计算和教学的具体实例。进一步阐述了知识可视化的教学应用过程。通过学生成绩进行实验结果分析，指出应用知识可视化工具图解知识时应注意的问题。最后提出本文结论、不足与展望。
[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.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G434;G633.7

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