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1.
知识可视化的视觉表征研究综述 总被引：5，自引：1，他引：4
知识可视化的视觉表征研究重点考察视觉表征形成中的因素及其关系。在视觉表征符号之间的结构关系研究中,多从图像形式的一般要求进行关注,尚未从视觉形式角度展开阐释;在视觉表征与知识内容的指代关系研究中,多关注可以表达什么知识,而较少根据知识传播的属性,探讨如何构建知识;在学习者与视觉表征的认知关系研究中,多考虑学习者的认知背号和知识结构,尚未从观看角度探讨如何被视觉认知;在制作者与视觉表征的表达关系研究中,以技术工具的使用方法替代了制作者的设计思路,对制作者的能动性创造过程关注不够。 相似文献
2.
知识可视化视觉表征的分析框架 总被引：1，自引：0，他引：1
在教育技术领域,知识可视化指视觉表征形式,与此相对应的是承载知识的图解手段。随着知识可视化研究与应用的不断深入,视觉表征已经成为知识可视化研究的新要求。知识可视化视觉表征研究目前已经从知识、技术、图像等角度开展,然而缺少了观看者和制作者等因素,并且尚未剖析因素之间的深层次关系。信息论可以为知识可视化视觉表征研究提供新的视角。根据理解信息需要先形式、后内容和再效用的过程,并结合教育技术专业注重设计的特征,知识可视化视觉表征的分析框架应该包括形式分析、内容构建、意义解读和设计方法。其中,形式分析侧重于视觉表征符号结构的特点,内容构建侧重于如何赋予视觉表征知识内容,意义解读侧重于观察者解读视觉表征内容的过程,而设计方法则侧重于制作者制作视觉表征的思路。 相似文献
3.
知识可视化视觉表征的设计方法 总被引：1，自引：0，他引：1
随着知识可视化在教学中的广泛应用,如何设计开发其视觉表征成为重要命题。反思目前的视觉表征设计状况,存在重平面符号元素,轻视觉传播过程;重工具应用的步骤,轻设计者的创造性过程;重表达知识的功能,轻建构知识的方法等问题。采用信息理论研究知识可视化视觉表征设计,把视觉表征的应用过程看作信息认识的过程,可以在分析视觉表征状态及其变化方式的基础上,构建知识可视化视觉表征的设计方法。然而在理解知识可视化视觉表征的信息时,学习者必须先了解其形式,分析其内容,进而把握其效用。据此,知识可视化视觉表征设计包括形式设计、内容设计和效用设计三个层面。尽管三个层面的设计分别展开,但又是密切相关的,因而需要综合起来。选择常用的知识可视化视觉表征形式概念图作为案例,从形式、内容和效用三个层面开展设计,可以明晰知识可视化视觉表征设计方法的应用情况。 相似文献
4.
在教育技术领域,知识可视化指视觉表征形式,与此相对应的是承载知识的图解手段。知识可视化的视觉表征并非孤立的单位,而是符号的系统。根据视觉形式分为表层形式和深层形式,可以分别阐释知识可视化视觉表征的形式特征。知识可视化视觉表征的表层形式为色彩、线条和大小等材料因素,深层形式为线性结构、循环结构、圆形结构和网状结构和隐喻形式等空间关系。知识可视化视觉表征的形式设计中,需要构建视觉表征的结构关系,展现内容性元素;应用线条、色彩和大小等材料因素,发挥修饰性作用;文字符号与视觉形式结合,明晰所指代的内容。 相似文献
5.
知识可视化视觉表征意义解读的方式为观看。根据分层传播理论,观看的过程包括视(感觉)、觉(视知觉)、记忆(信息存储)、表象编码(内容加工)和思维形成(意义建构)五个阶段。根据观看的过程,知识可视化视觉表征意义解读的过程为"看见"(即视觉感知,把握视觉表征的形式)、"看懂"(即视觉理解,分析视觉表征的内容)、"看好"(即视觉交流,产生知识传播的效果)。为了促进知识可视化视觉表征的意义解读,需要从观看的角度对其进行设计。 相似文献
6.
文章梳理了知识可视化中视觉隐喻的研究现状,并试图从知识可视化与视觉表征的内在关系出发,探讨知识可视化中视觉隐喻的涵义及其思维方式与方法。在对视觉隐喻本质涵义的阐述中,结合隐喻学将知识可视化中的视觉隐喻分为被动和主动两种类型,并从广义和狭义两个层面对知识可视化中的视觉隐喻思维方式进行了探讨,旨在为知识可视化中视觉隐喻的恰当运用提供一定的方法参考。 相似文献
7.
理解性教学中的视觉素养 总被引：1，自引：0，他引：1
随着读图时代的到来,视觉素养日益受到重视,对理解性教学产生不可忽视的影响.本文探讨了视觉素养的内容构成和理解性教学目标构成之间的关系,并在教学环境视觉化、教学中知识表征、教师的视觉素养三个方面给出了视觉素养对于理解性教学的一些启示. 相似文献
8.
视觉类信息在演示型课件中占主导地位,正确运用视觉表征方法进行课件的设计与制作,能有效优化知识的传达效果。本文从逻辑结构、布局排版、颜色搭配、文字编排、图片视频运用等方面阐述信息技术课堂教学课件的视觉表征方法。 相似文献
9.
文章从宏观着手,根据信息加工心理学的知识论来分析各类知识的属性、表征与习得过程,然后分析并指出词汇知识的学习应该包括陈述性知识和程序性知识,以及在这两个不同的知识教学阶段中教师应该采取的教学策略。 相似文献
10.
视觉文化时代的来临和教育领域符号应用本体的教学理念逐渐走向教育实践前列,使“读图”和“知识视觉表征”成为高校平面设计课程内容呈现的一种内在需求。传统平面设计课程教学研究主要集中在教学手段、方法和策略三个方面,文章以平面设计课程内容的封装与意义阐释为主要研究内容,通过对教育学、心理学和管理学三个领域的知识分类加以梳理比较,构建平面设计课程知识分类的四维模型,并在此基础上提出平面设计课程内容视觉表征的方法与机制,旨在为高校平面设计教学研究开拓出新的空间,以及对平面设计课程教学提供一种理论资源和思考方法。 相似文献
11.
Martina A. Rau 《Educational Psychology Review》2017,29(4):717-761
Visual representations play a critical role in enhancing science, technology, engineering, and mathematics (STEM) learning. Educational psychology research shows that adding visual representations to text can enhance students’ learning of content knowledge, compared to text-only. But should students learn with a single type of visual representation or with multiple different types of visual representations? This article addresses this question from the perspective of the representation dilemma, namely that students often learn content they do not yet understand from representations they do not yet understand. To benefit from visual representations, students therefore need representational competencies, that is, knowledge about how visual representations depict information about the content. This article reviews literature on representational competencies involved in students’ learning of content knowledge. Building on this review, this article analyzes how the number of visual representations affects the role these representational competencies play during students’ learning of content knowledge. To this end, the article compares two common scenarios: text plus a single type of visual representations (T+SV) and text plus multiple types of visual representations (T+MV). The comparison yields seven hypotheses that describe under which conditions T+MV scenarios are more effective than T+SV scenarios. Finally, the article reviews empirical evidence for each hypothesis and discusses open questions about the representation dilemma. 相似文献
12.
This research introduces a method to construct a unified representation of teachers and students perspectives based on the actionable knowledge discovery (AKD) and delivery framework. The representation is constructed using two models: one obtained from student evaluations and the other obtained from teachers’ reflections about their teaching practice. We integrate both models into one that incorporates students’ opinions and teachers’ knowledge and meta-knowledge. This method provides a representation of a teacher’s best teaching practices where student perceptions are presented as patterns in the form of association rules. The representation adds actionability to association rules by demonstrating how students’ association rules are related between themselves and how they are related to teacher’s meta-knowledge. 相似文献
13.
Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with two cohorts of teachers to assess changes in science teacher knowledge. In study 1, 34 teachers developed pre- and post-concept maps in one of the nine different content areas. A repeated measures analysis of six quantitative scores showed statistically significant increases in knowledge representation. Quantitative and qualitative scoring methods indicate that concept maps are effective for assessing teacher knowledge gains from professional development. Study 2 replicated the results with 24 teachers and provided further information about how knowledge changes. 相似文献
14.
Sarah Pink 《Cambridge Journal of Education》2004,34(2):211-222
Visual ethnographers increasingly use hypermedia for research, representation and teaching and learning. This article discusses these uses by reflecting on Visualising ethnography, a teaching and learning ‘gateway’ web site about the visual in the ethnographic process housing interviews, authored works, exhibitions, introductory texts and links. Here I situate the web site in relation to other visual anthropology web sites, discuss key characteristics of hypermedia for teaching and learning and representation and analyze both how authors, the web developed and I constructed our contributions, and users' responses. Finally I discuss the role and potential of such web sites for contemporary representation, teaching and learning in visual ethnography. Many new web sites are developing; how might they ‘live together’ and interrelate online? And what are the implications for the sorts of teaching and learning sites that might be developed in the future? 相似文献
15.
Sølvi Mausethagen 《Journal of Educational Change》2013,14(4):423-444
This article discusses how teachers construct new representations about accountability and professionalism in the context of increased external control. Over the last decade in particular, concerns about the quality of schooling and the quality of teachers has been raised by both politicians and the public alike, while prominent policy responses have seen an increased emphasis on student performance and the external control of professional work. Based on a 1 year long fieldwork in a Norwegian municipality, the findings imply how forms of external accountability are accepted by many teachers as a necessary and desirable development, but also one that is resisted as the policies are seen to downplay the broader aims of education. In this tension of external and internal accountability, however, alternative discourses have developed. In particular, an emphasis on scientific knowledge and research-informed practice becomes an important representation for enhancing professional legitimacy and trust. By opening up the concept of accountability, it is possible to investigate how teachers’ representations of being accountable may take new forms when teacher professionalism is reconstructed in policy. 相似文献
16.
格式塔心理学主要是研究关于人类知觉与意识上的问题,分析人类如何对视觉刺激产生认知概念。本文简要的介绍了基于格式塔原则的图形组织规律,并分别从地理信息可视化、地理信息的多尺度袁达、空间数据挖掘这三方面,探讨了地理信息科学中的格式塔心理学。 相似文献