【摘要】：隨著現(xiàn)代科學(xué)技術(shù)的不斷發(fā)展,特別是計(jì)算機(jī)應(yīng)用技術(shù)的發(fā)展,人類社會(huì)已經(jīng)步入了知識(shí)爆炸的信息時(shí)代。在此背景下,傳統(tǒng)的“讀文”式學(xué)習(xí)方式已經(jīng)遠(yuǎn)遠(yuǎn)不能滿足人們的需要,這預(yù)示著新型的學(xué)習(xí)方法將走入人們的視線。知識(shí)可視化正是在此背景下醞釀并最終提出。知識(shí)可視化主要運(yùn)用其視覺(jué)表征工具將復(fù)雜的文字內(nèi)容轉(zhuǎn)化為清晰易懂的圖形圖像,幫助學(xué)習(xí)者輕松的學(xué)習(xí),并取得事半功倍的效果。雖然知識(shí)可視化是近年來(lái)才崛起的研究領(lǐng)域,但是,隨著學(xué)者對(duì)知識(shí)可視化鉆研的不斷加深,知識(shí)可視化理論及方法日趨成熟,實(shí)踐性逐步得到了提高,被廣泛應(yīng)用于各個(gè)行業(yè)。除此以外,由于知識(shí)可視化在教學(xué)上還具有較強(qiáng)的可行性,所以將知識(shí)可視化應(yīng)用在教學(xué)上已經(jīng)成為眾多學(xué)者的共識(shí)。于此,本文寫作的著眼點(diǎn)正是利用知識(shí)可視化視覺(jué)表征工具來(lái)分析高中地理教材。本文研究的主要目的為調(diào)查學(xué)生現(xiàn)有的學(xué)習(xí)方式以及教師的授課方式,并運(yùn)用知識(shí)可視化視覺(jué)表征工具將高中地理教材(以人教版必修一為例)的知識(shí)圖形圖像化,以此來(lái)論證知識(shí)可視化可以幫助教師更好的理解教材,幫助學(xué)生更好的掌握教材知識(shí)內(nèi)容。本文分六部分來(lái)論述知識(shí)可視化在高中地理教材中的應(yīng)用研究。第一部分為引文及緒論,通過(guò)背景介紹、論述前人研究成果等發(fā)現(xiàn)本文寫作的著眼點(diǎn);第二部分為知識(shí)可視化的內(nèi)涵與支撐理論,為本文提供理論基礎(chǔ);第三部分為調(diào)查使用人教版教材學(xué)生的興趣愛(ài)好、學(xué)習(xí)方式,教材編排的合理性,教師的授課習(xí)慣等,了解知識(shí)可視化參與教學(xué)的可行性;第四部分為實(shí)證研究,主要運(yùn)用知識(shí)可視化軟件對(duì)高中地理教材必修一(人教版)進(jìn)行案例設(shè)計(jì);第五部分為實(shí)證研究的反饋與結(jié)果分析。結(jié)果表明,運(yùn)用知識(shí)可視化來(lái)輔助教學(xué)對(duì)學(xué)生成績(jī)的提升具有明顯作用;第六部分為本文的結(jié)論、創(chuàng)新點(diǎn)與不足等。通過(guò)具體的理論與實(shí)證研究,本文有以下幾點(diǎn)結(jié)論:1.知識(shí)可視化可以幫助學(xué)習(xí)者進(jìn)行有效學(xué)習(xí)。2.知識(shí)可視化可以提升學(xué)生的地理學(xué)習(xí)成績(jī)。3.將知識(shí)可視化運(yùn)用到課堂中可以改善學(xué)生舊有的學(xué)習(xí)習(xí)慣。4.知識(shí)可視化可以縮小學(xué)生間成績(jī)差距,保持學(xué)習(xí)成績(jī)的穩(wěn)定性。5.知識(shí)可視化利于培養(yǎng)學(xué)生的空間想象能力和嚴(yán)密的邏輯思維能力。6.知識(shí)可視化可以為教師提供一種全新的教學(xué)模式和教學(xué)方法,使教師授課方式更具多元化。
[Abstract]:With the continuous development of modern science and technology, especially the development of computer application technology, human society has entered the information age of knowledge explosion. Under this background, the traditional "reading and writing" learning method is far from satisfying the needs of people, which indicates that new learning methods will come to people's attention. It is in this context that knowledge visualization is brewing and finally proposed. Knowledge visualization mainly uses its visual representation tool to transform complex text content into clear and easy to understand graphics and images to help learners learn easily and achieve twice the result with half the effort. Although knowledge visualization is an emerging research field in recent years, with the deepening of scholars' research on knowledge visualization, the theory and methods of knowledge visualization are becoming more and more mature, and the practice has been gradually improved. Is widely used in various industries. In addition, because of the feasibility of knowledge visualization in teaching, the application of knowledge visualization in teaching has become the consensus of many scholars. Therefore, the focus of this paper is to use visual representation of knowledge visualization tools to analyze high school geography textbooks. The main purpose of this study is to investigate the students' existing learning methods and teachers' teaching methods, and to use visual representation tools of knowledge visualization to visualize the knowledge of geography teaching materials in senior high school (taking compulsory course 1 in the teaching edition as an example). In order to demonstrate that knowledge visualization can help teachers better understand the teaching materials, help students better grasp the knowledge content of teaching materials. This paper is divided into six parts to discuss the application of knowledge visualization in geography teaching materials of senior high school. The first part is the citation and the introduction, through the background introduction, discusses the predecessor research achievement and so on discovery article writing starting point, the second part is the knowledge visualization connotation and the support theory, provides the theoretical foundation for this article; The third part is to investigate the students' interests and hobbies, learning methods, the rationality of textbook arrangement, teachers' teaching habits and so on, to understand the feasibility of visual knowledge participation in teaching. The fourth part is the empirical research, mainly using knowledge visualization software to design the case of the required geography textbook (personal education version); the fifth part is the feedback and result analysis of the empirical research. The results show that the use of knowledge visualization to assist teaching has an obvious effect on the improvement of students' achievement. The sixth part is the conclusion of this paper, innovation points and shortcomings. Through specific theoretical and empirical research, this paper has the following conclusions: 1. Knowledge visualization can help learners to learn effectively. 2. Knowledge visualization can improve students' achievements in geography learning. 3. The application of knowledge visualization to the classroom can improve students' old learning habits. 4. Knowledge visualization can narrow the gap between students and maintain the stability of academic achievement. 5. Knowledge visualization is conducive to the cultivation of students' spatial imagination and strict logical thinking ability. 6. Knowledge visualization can provide a new teaching mode and teaching method for teachers, and make teachers' teaching methods more diversified.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

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本文編號(hào)：2350450