本文關鍵詞：CSK可視化知識表征設計、應用及效用分析　出處：《華東師范大學》2017年博士論文　論文類型：學位論文

  更多相關文章： CSK可視化表征 知識表征 可視化設計 可視化應用 深度學習 效用分析

【摘要】：人類的進步離不開每個人不斷的學習與自我提升。而學習效率與質量這個重要問題,與不同側面的方式、方法、手段有著密切聯(lián)系。在信息化教育視野中,數字與視覺媒體與可視化技術應用曾經勢頭猛勁,其技術與產品已經在傳媒、教學、數字藝術等多領域廣泛應用,包括教育教學領域。然而,這些似乎也未能為人類學習的績效帶來質的改觀,反而一些新問題不斷出現(xiàn)。如對數字閱讀、碎片化學習的種種擔憂。在國家《新課程標準》中,生成性認知與思考、多樣性認識與計算,提出問題與解決問題的能力,貼近生活實際地學習,側重研究性學習等倍受重視,強調"學為中心"和"質量"意識,不再如以往那樣更多地強調知識與技能為重的學習與掌握�！缎抡n程標準》指導下的新數學教材,也強調從運算意義出發(fā)進行思考和教學,強調密切聯(lián)系學生的生活。新標準給以往以知識為主的課堂教學與學習提出了挑戰(zhàn)。一言以蔽之,就是要讓學生盡量去發(fā)現(xiàn)知識,并能做到靈活遷移,運用知識解決問題。而這在深度學習所關注的認知方面,就是把源于感官的信息和基于概念的認知與思考放到了第一位。這也正是可視化技術設計與應用的重要之處�？梢暬夹g,從可視形態(tài)的本質來看,包括了"擬象"可視與解析可視,普遍適用的"擬象"可視方式結合基于語言與邏輯的解析可視,可以滿足不同學習者的學習需要。協(xié)調使用可視方式可連接視覺與語言功能,能增強學習者記憶、概念與邏輯方面的表現(xiàn)。本研究針對學習之"淺"與學習"低效能"的現(xiàn)象,以幫助學習者更好地完成外在的或自主的學習目標為目的。研究試圖通過一種相對普適的可視化知識表征方法指導知識表征與學習過程,以期學生的學習過程更加深入而富有成效。研究中通過文獻調研與系統(tǒng)的理論分析,包括"知識"、"可視化"、"深度學習"和不同的"學習理論"等,形成可行的有可視化表征方案。接著,將這種表征的方法運用到了初中數學方程知識的學習中,并確定了學習程度測評方法。實踐應用在某初級中學二年級的兩個班級進行,為期約兩個學期。研究意圖通過感知、理解、練習與運用環(huán)節(jié),幫助學生習得這種可視化圖解學習方法,并運用到數學應用題目的解答中。詳見第二、三、四章。結果顯示,可視化知識表征很受到學生的肯定。在實施中它對部分學生有積極效用——能夠幫助學生理解應用情境并應用所學知識,輔助其關聯(lián)構思,進而深化學習。然而,即便可視設計合乎需要,可視化表征也不是能夠正向影響學習結果的唯一條件。可視化學習方式需要老師的適當教授與充分指導,經過一定的時間才能掌握并順利運用。對于學科學習相應的可視要件設計也十分必要。分析認為,促進深度學習,依賴于學生對所意向事物的自主辨識,其間概念與關系的辨識是可視化輔助學習深入的重要之處——相應地對事物內涵的比較與分類是重要心智操作。這在第六章第一節(jié)第一部分第二點的討論分析與第五章第四節(jié)第四部分的分析中可以一般——事物內涵體現(xiàn)于對概念、概念關系與等量關系的"認"與"思"。此外,學習中個體"模仿"性習得方式,值得進一步關注。詳見第五、六章。CSK是合乎主體需要的可視化進路,而"對象—關系"方法是運用可視化連貫體系進行表征應用的重要方法。在可視化表征設計策略方面,當以學習者的自身情況為出發(fā)點,以學習者所知內容為基礎,圍繞學習內容隨時設計;其中善用泛型是CSK可視表征進一步應用的必然要求。更加有針對性的、系統(tǒng)的可視化表征工具套件,或可成為特定學習階段必要的學習工具。學習過程中有一個重點是概念與關系的理解與掌握,而可視化設計在這個過程中的應用需要結合"似象"與"解析"兩種類型的優(yōu)勢——尤其是在智慧技能類知識的學習過程中,其中學生的語言水平也是重要的。詳見第六章。CSK的基本思路是連通環(huán)境與學習者,而可視化學習方式在這個路徑上可以成為基本的實施手段,具有內外不同的可操作性。在E-learning環(huán)境中,可視化技術在學習中也能因此而可以"協(xié)同"發(fā)揮作用。以認知原理和學習科學為基礎的可視化學習方式對于人類學習或許具有更為深遠的效用。
[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.

【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G434;G633.6

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