知识可视化下《物质结构与性质》的教学设计研究

发布时间：2018-04-25 19:07

本文选题：知识可视化 + 物质结构与性质　；参考：《西华师范大学》2017年硕士论文

【摘要】：信息时代科技迅速发展,获得知识的途径增多。传统的教育方式已经不能满足人们对知识的需求,不符合现代社会发展规律,因此知识可视化这种新型的教学方式应运而生。虽然知识可视化还是一个新兴领域,但同时也是一个研究热点领域,近年来知识可视化已经被应用于各个领域,特别是将知识可视化应用于教学中已是众多学者共识。本文以人教版普通高中化学选修3《物质结构与性质》为例,运用文献研究、问卷调查、访谈等研究方法,归纳出知识可视化的国内外研究现状,发现目前国内外对知识可视化在教学中的研究大部分是围绕“思维导图”和“概念图”这两种知识可视化的表现形式展开,对知识可视化的其他表征形式研究较少,在高中化学教学中研究也较少。接着阐述了双重编码理论、脑科学理论、图示理论等理论,作为本研究的理论基础,并在查阅文献的基础上对可视化和知识可视化等概念进行界定。随后分别从学校、教师、学生这三个角度分析了知识可视化应用于《物质结构与性质》教学设计的可行性,并设计出知识可视化下《物质结构与性质》的教学设计在教学中的应用模式,节选“原子结构”“共价键”“分子的立体构型”“离子晶体”这四个课题,开发出分别主要由视觉隐喻、知识动画、思维导图、模型构建这四种知识可视化表征形式呈现的教学设计,进而通过对所开发案例的应用进行访谈,分析其教学效果。研究结果显示知识可视化应用于教学中可以增强学生学习兴趣,提高学生学习效率。通过对知识可视化应用于《物质结构与性质》教学设计的研究,以期为高中一线化学教师提供参考。同时希望在广大学者的参与下,不断丰富和完善知识可视化应用于教学的案例,为一线教师提供新的教学手段,帮助学生改善传统认知方式。
[Abstract]:With the rapid development of science and technology in the information age, the access to knowledge has increased. The traditional way of education can not meet the needs of people for knowledge and does not conform to the law of the development of modern society, so the new teaching method of knowledge visualization emerges as the times require. Although knowledge visualization is still a new field, it is also a hot research field. In recent years, knowledge visualization has been applied to various fields, especially knowledge visualization in teaching has become the consensus of many scholars. In this paper, with the example of "material structure and Nature", a general senior high school chemistry elective course, the present situation of knowledge visualization research at home and abroad is summed up by the methods of literature research, questionnaire investigation, interview and so on. It is found that most of the researches on knowledge visualization in teaching at home and abroad focus on "thinking map" and "concept map", which are two forms of knowledge visualization, but there are few researches on other forms of knowledge visualization. In high school chemistry teaching research is also less. Then the double coding theory, brain science theory, graph theory and other theories are expounded as the theoretical basis of this study, and the concepts of visualization and knowledge visualization are defined on the basis of literature review. Then it analyzes the feasibility of applying knowledge visualization to the teaching design of material structure and Nature from the perspectives of school, teacher and student. The application mode of teaching design of material structure and property under knowledge visualization is designed, and the four topics of "atomic structure", "covalent bond" and "ionic crystal" are selected from the four topics, that is, "atomic structure", "covalent bond", "molecular stereotype" and "ionic crystal". This paper develops a teaching design which is mainly presented by visual metaphor, knowledge animation, thinking map and model, and then analyzes the teaching effect by interviewing the application of the developed cases. The results show that the application of knowledge visualization in teaching can enhance students' interest in learning and improve their learning efficiency. Through the research on the application of knowledge visualization in the teaching design of "material structure and property", this paper hopes to provide a reference for chemistry teachers in senior high school. At the same time, I hope that with the participation of many scholars, we can enrich and improve the application of knowledge visualization in teaching cases, provide new teaching methods for teachers, and help students improve their traditional cognitive methods.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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