知识可视化在中学物理模型教学中的应用探究
发布时间：2018-08-10 16:35
【摘要】：知识可视化是当今科学教育的研究热点领域,正处于不断发展中,各个学科与知识可视化的有机融合也是知识可视化的应用研究趋势。物理模型在中学物理中占有非常重要的地位,物理模型的教学不仅可促进学生对物理知识的学习,而且有助于提升学生思维能力和解决实际问题的能力。通过文献梳理及实践调查访谈,发现我国现行模型教学中存在很多问题,物理建模以及模型应用的过程思维具有抽象化、隐性化的特征,知识可视化使得建模的思维以及过程显性化,形象化,能有效促进学生对物理模型的理解,凸显学生在教学中的主体性地位,提升物理学习的效率。本文以知识可视化在中学物理模型教学中的应用探究为切入点,从一个新的视角对知识可视化的应用进行拓展,对知识可视化与物理模型教学相结合进行理论以及实践的探究,以期能为更多的学者提供新的思路做一定的参考。本文的研究内容主要包括4部分：文献梳理、理论探究、实践探究和教学建议。文献梳理主要为对可视化的概念发展以及物理模型进行文献梳理,比较不同概念的异同；对知识可视化的方法以及常见中学物理模型进行分类。通过文献综述明确国内外知识可视化和物理模型教学现状；发现我国现行模型教学中存在三方面问题,分别为学生存在思维障碍、教师未发挥好教学的主导作用和教材存在缺陷。理论探究主要为知识可视化与中学物理模型教学相结合寻找理论基础,笔者认为主要有双重编码理论、图示理论、脑科学研究理论。其次对知识可视化的工具软件以及在线平台进行简要的介绍,分析不同工具的优缺点,挖掘知识可视化的内涵与功能。实践探究主要通过编制物理模型教学调查问卷以及访谈提纲,对陕西省两所中学60位高三学生进行问卷调查,获取学生对物理模型的认识、物理模型学习的习惯和学生对不同教学方式的感受。通过访谈了解学生对具体物理模型的理解,引导学生制作了斜面模型、匀变速直线运动、自由落体运动、竖直上抛运动、碰撞模型的可视化图像,将学生原有脑海中隐性的,不完整的物理模型显性化,完整化。教学建议部分根据模型教学中存在的问题和调查访谈的结果,提出了物理模型教学的三条建议：提炼典型物理模型以加强学生模型知识储备；引导学生参与可视化模型教学；利用多种方式创设可视化教学情境。通过研究得到以下结论：第一,物理模型教学中存在常见的三方面问题,分别为：学生存在思维障碍,学生自身学习物理模型过程中易受不完整的或不准确的表象影响；缺少想象力造成对一些抽象化的,包含较多隐形过程的模型产生认知困难。教师未发挥好教学的主导作用,包括主观上对模型教学的不够重视,以及教师在课堂中缺乏灵活多变的教学方式进行模型教学,学生的主体性在学习中没能得到体现。教材存在缺陷,现有教材中出现的模型大多是简化后具有典型性的模型,缺少相应的建模思维训练。第二,知识可视化与物理模型教学结合的理论基础有双重编码理论、图示理论和脑科学理论物理模型具有抽象化,隐性化的特点,知识可视化可将隐性、抽象的知识显性化,形象化。从双重编码理论、图示理论和脑科学理论中,可以发现人们在处理知识时对形象的图像处理效率比抽象的语言文字高,若把形象的图像与抽象的语言文字相结合,充分发挥左右脑的不同功能,便可进一步激发学生的潜能,增强学习效果。第三,知识可视化可促进学生对物理模型的认识与理解通过引导学生制作斜面模型、匀变速直线运动、自由落体运动、竖直上抛运动和碰撞模型的可视化图像,纠正学生之前不全面或错误的认识,学生均表示比之前对该模型的理解与认识加深并完整了,即知识可视化有利于学生对模型的深刻理解,从而促进学生对物理过程与物理问题的分析与解答。第四,提出物理模型教学的三条建议1.提炼典型物理模型以加强学生模型知识储备,强调典型物理模型有助于加强学生对物理模型的认识,提升学生对物理模型的重视程度。2.引导学生参与可视化模型教学,学生是教学的主体,引导学生参与可视化模型教学可体现学生的主体地位,激发学生学习兴趣。3.利用多种方式创设可视化教学情境,重视物理实验,用DIS实现物理过程动态实时演示。
[Abstract]:Knowledge visualization is a hot research field in science education nowadays. It is developing continuously. The organic integration of various disciplines and knowledge visualization is also the applied research trend of knowledge visualization. Through literature review and practical interviews, it is found that there are many problems in the current model teaching in China. The process thinking of physical modeling and model application is abstract and implicit. Knowledge visualization makes modeling thinking and process explicit. Visualization can effectively promote students'understanding of physical models, highlight students' subjectivity in teaching, and improve the efficiency of physics learning. This paper takes the application of knowledge visualization in middle school physical model teaching as a breakthrough point, expands the application of knowledge visualization from a new perspective, and expands the knowledge visualization and physics. This paper mainly includes four parts: literature review, theoretical exploration, practical exploration and teaching suggestions. Literature review mainly focuses on the development of visual concepts and physical models. Through literature review, the current situation of knowledge visualization and physical model teaching at home and abroad is clearly defined. It is found that there are three problems in the current model teaching in China, namely, students have thinking barriers, teachers have not played a good role in teaching. Theoretical inquiry mainly seeks theoretical basis for the combination of knowledge visualization and physical model teaching in middle schools. The author thinks that there are mainly double coding theory, schema theory and brain science research theory. Secondly, the tool software and online platform of knowledge visualization are briefly introduced, and different tools are analyzed. Practice inquiry mainly through the preparation of physical model teaching questionnaires and interview outline, the two middle schools in Shaanxi Province 60 senior high school students to conduct a questionnaire survey to obtain students'understanding of physical models, physical model learning habits and students' feelings of different teaching methods. Through interviews to understand the students'understanding of specific physical models, students are guided to make oblique models, uniformly variable speed linear motion, free fall motion, vertical upward throwing motion, collision model visualization images, the students' original implicit, incomplete physical models in the mind of the explicit, complete. Based on the problems and the results of investigation and interview, three suggestions are put forward for physical model teaching: refine typical physical model to strengthen students'model knowledge reserve; guide students to participate in visual model teaching; create visual teaching situation in various ways. There are three common problems: students have thinking barriers, students are vulnerable to incomplete or inaccurate representation in the process of learning physical models; lack of imagination leads to cognitive difficulties in some abstract models with more hidden processes. Teachers fail to play a leading role in teaching, including subjective ones. The lack of attention to model teaching and teachers'lack of flexible and changeable teaching methods in the classroom make the students' subjectivity not reflected in the study. There are defects in the textbooks. Most of the existing models in the textbooks are simplified models with typical characteristics, and lack of corresponding modeling thinking training. Second, knowledge is available. The theoretical basis of the combination of visualization and physical model teaching is the double coding theory. The graphic theory and the theoretical physical model of brain science have the characteristics of abstraction and recessiveness. The efficiency of image processing is higher than that of abstract language. If the image is combined with abstract language and characters, and the different functions of left and right brain are brought into full play, the potential of students can be further stimulated and the learning effect can be enhanced. Thirdly, knowledge visualization can promote students'understanding of physical models and guide students to understand them. Make visual images of inclined plane model, uniform speed linear motion, free fall motion, vertical upward throwing motion and collision model. Correct students'incomplete or incorrect understanding before. The students all express that their understanding and understanding of the model is deepened and complete than before. That is, knowledge visualization is beneficial to students' deep understanding of the model, thus promoting students'understanding of the model. Fourthly, three suggestions of physical model teaching are put forward. 1. Refining the typical physical model to strengthen the student model knowledge reserve, emphasizing that the typical physical model is helpful to strengthen the students'understanding of the physical model and enhance the students' attention to the physical model. 2. Guiding students to participate in the physical model. Visual model teaching, students are the main body of teaching, guiding students to participate in visual model teaching can reflect the main status of students, stimulate students'interest in learning.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
本文编号：2175486
[Abstract]:Knowledge visualization is a hot research field in science education nowadays. It is developing continuously. The organic integration of various disciplines and knowledge visualization is also the applied research trend of knowledge visualization. Through literature review and practical interviews, it is found that there are many problems in the current model teaching in China. The process thinking of physical modeling and model application is abstract and implicit. Knowledge visualization makes modeling thinking and process explicit. Visualization can effectively promote students'understanding of physical models, highlight students' subjectivity in teaching, and improve the efficiency of physics learning. This paper takes the application of knowledge visualization in middle school physical model teaching as a breakthrough point, expands the application of knowledge visualization from a new perspective, and expands the knowledge visualization and physics. This paper mainly includes four parts: literature review, theoretical exploration, practical exploration and teaching suggestions. Literature review mainly focuses on the development of visual concepts and physical models. Through literature review, the current situation of knowledge visualization and physical model teaching at home and abroad is clearly defined. It is found that there are three problems in the current model teaching in China, namely, students have thinking barriers, teachers have not played a good role in teaching. Theoretical inquiry mainly seeks theoretical basis for the combination of knowledge visualization and physical model teaching in middle schools. The author thinks that there are mainly double coding theory, schema theory and brain science research theory. Secondly, the tool software and online platform of knowledge visualization are briefly introduced, and different tools are analyzed. Practice inquiry mainly through the preparation of physical model teaching questionnaires and interview outline, the two middle schools in Shaanxi Province 60 senior high school students to conduct a questionnaire survey to obtain students'understanding of physical models, physical model learning habits and students' feelings of different teaching methods. Through interviews to understand the students'understanding of specific physical models, students are guided to make oblique models, uniformly variable speed linear motion, free fall motion, vertical upward throwing motion, collision model visualization images, the students' original implicit, incomplete physical models in the mind of the explicit, complete. Based on the problems and the results of investigation and interview, three suggestions are put forward for physical model teaching: refine typical physical model to strengthen students'model knowledge reserve; guide students to participate in visual model teaching; create visual teaching situation in various ways. There are three common problems: students have thinking barriers, students are vulnerable to incomplete or inaccurate representation in the process of learning physical models; lack of imagination leads to cognitive difficulties in some abstract models with more hidden processes. Teachers fail to play a leading role in teaching, including subjective ones. The lack of attention to model teaching and teachers'lack of flexible and changeable teaching methods in the classroom make the students' subjectivity not reflected in the study. There are defects in the textbooks. Most of the existing models in the textbooks are simplified models with typical characteristics, and lack of corresponding modeling thinking training. Second, knowledge is available. The theoretical basis of the combination of visualization and physical model teaching is the double coding theory. The graphic theory and the theoretical physical model of brain science have the characteristics of abstraction and recessiveness. The efficiency of image processing is higher than that of abstract language. If the image is combined with abstract language and characters, and the different functions of left and right brain are brought into full play, the potential of students can be further stimulated and the learning effect can be enhanced. Thirdly, knowledge visualization can promote students'understanding of physical models and guide students to understand them. Make visual images of inclined plane model, uniform speed linear motion, free fall motion, vertical upward throwing motion and collision model. Correct students'incomplete or incorrect understanding before. The students all express that their understanding and understanding of the model is deepened and complete than before. That is, knowledge visualization is beneficial to students' deep understanding of the model, thus promoting students'understanding of the model. Fourthly, three suggestions of physical model teaching are put forward. 1. Refining the typical physical model to strengthen the student model knowledge reserve, emphasizing that the typical physical model is helpful to strengthen the students'understanding of the physical model and enhance the students' attention to the physical model. 2. Guiding students to participate in the physical model. Visual model teaching, students are the main body of teaching, guiding students to participate in visual model teaching can reflect the main status of students, stimulate students'interest in learning.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
【参考文献】
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