There are different opinions about thinking visualization's teaching application framework, which varies with the positioning of researchers. There are three frameworks:
1. Five-level thinking visualization teaching system
Professor Liu Zhuoyuan proposed that the application of thinking visualization teaching in the classroom includes five levels: concept change level, method and technology level, curriculum design level, classroom environment level and effect evaluation level.
Concept transformation layer: teachers and students are required to fully realize the harm of knowledge infusion teaching; It is necessary to deepen the focus from "knowledge layer" to "thinking layer";
Methods and Skills: The methods and skills to realize thinking visualization teaching mainly include two categories: graphic methods (mind map, model map, fishbone map, flow chart, concept map, etc. ) and software technology for generating graphics (imindmap, Mindmanager, XMIND, etc.). ), and applied to specific teaching.
Curriculum design: The basic design principles are: to develop students' thinking ability as a deep-seated goal, to use graphic methods and skills to deeply process knowledge as an effective means, to take students as the main body, teachers as the leading factor, and teachers and students as cooperative inquiry, so that students can master knowledge.
Classroom environment: a "future classroom" environment constructed by drawing mind maps on the blackboard or accessing modern educational technology.
Efficiency evaluation: pay attention to the evaluation of process, and store the process of teaching and learning visually. After class or after the exam, teachers and students can do "homework on the map"-check knowledge loopholes and obstacles to solving problems against the map, and explain doubts while checking, which is very intuitive and efficient.
2. The future classroom development framework from the perspective of thinking visualization.
Han Yin&; Zhang Jiping's team combined thinking visualization with the future classroom and put forward a design and development model. The logical method is:
See figure 1 for the design and development mode combining the above two:
It is worth mentioning that the theoretical fulcrum of visualization of thinking put forward by Han Yin is the dialectical unity of visualization and visualization, which is related to cognitive conformity. The encapsulation of meaning reduces cognitive overlap, while the release of meaning improves cognitive overlap. The dialectical relationship between visualization and visualization described in this article is a bit difficult to understand. My current point of view is that visualization is a process from the vendor's point of view and a meaningful package. Visibility is from the user's point of view, and good visualization can not reduce the cognitive load for learners.
3. The construction of Chinese thinking visualization classroom.
The basic idea is: first, let teachers, students, knowledge content, thinking training and visualization technology form a dynamic and balanced relationship (as shown in Figure 2); The second is to design corresponding thinking activities according to the structural characteristics of knowledge and students' original thinking. Thirdly, taking visualization technology as the external condition, supporting the interaction between teaching and students in the process of thinking activities, and taking visualization technology as the tool intermediary to realize the organic integration of knowledge transfer and thinking training. The specific operation mode is shown in Figure 3.
Scholar Cai Huiying draws lessons from Jonathan's classification of cognitive simulation (thinking modeling, problem modeling, system modeling and experience modeling) to sort out some mainstream visual learning technology tools. She divides these tools into visual knowledge, visual cognitive model, visual problem process and visual system modeling.
1. Visual knowledge technology-concept map and mind map.
Concept map is a teaching technique proposed by Professor Novak in the United States to enhance understanding. Specifically, it helps learners to learn by organizing charts and structuring knowledge from the relationship between concepts. The core elements include concepts, propositions, hierarchical structures and cross-connections.
Concept: the basic building block of knowledge, written in a box or round box;
Proposition: According to learners' understanding, a concept is connected by lines and conjunctions with arrows to form a proposition.
Learners' cognitive structure can be judged by the hierarchical relationship between "concept and proposition" reflected in the concept map, and the "cross-connection" shown in the concept map can produce new and innovative ideas.
Concept map tools such as CmapTool.
Mind mapping is a knowledge visualization method proposed by Tony Buzan, which is mainly used to express divergent thinking.
The main form is to represent a "core keyword" with a certain figure, around which learners spread or expand other "knowledge" with different relations with the keyword, and connect them with different colors, lines, images and symbols.
Mind mapping tools such as: Inspiration, MindManager, etc.
2. Visual cognitive model technology-thinking map
The graphic chemistry learning language developed by Dr. David Hyperle is used to support students' thinking learning and training. The trigger point of design is a set of tools similar to those used by carpenters. Students can construct knowledge with the help of multiple pictures, thus helping learners to cultivate their basic abilities of reading, writing, mathematics literacy and problem solving. According to the basic cognitive skills (comparison, contrast, sorting, classification and causal reasoning, etc. ), he designed eight basic graphic organizers, such as circle chart, central bubble chart and double-center bubble chart, which conform to people's basic thinking process.
Thinking map provides a representation tool developed according to cognitive skills. Similar to SmartArt in Office Word.
3. Visualization technology of problem solving process -Metafora platform.
The design concept of Metafora visual learning platform is to use visual icons to represent general rules in the collaborative process through graphs with group rules and semantics, to provide programmatic tool support for collaborative learning scenarios, and to urge students to conduct collaborative inquiry learning in science or mathematics classes, including planning tools and LASAD tools.
4. Visual system thinking technology-Insight Maker tool
The design concept of visual system thinking tool is to support modeling methods and systematically understand and solve complex and ill-structured problems. The basic elements of Insight Maker include stocks, traffic, variables and links. Collection/raw material: used to abstract and graphically represent the collection objects in the system;
Variable: used to represent the variable corresponding to the object set;
Connection: indicates the connection relationship between object sets and variables;
Process: the relationship between different object sets.
From assembly to process, it embodies Insight Maker's architectural view from micro to macro. Insight Maker also supports two basic modeling types: system dynamic modeling and agent-based modeling. The former can simulate simple and fixed system problems, while the latter can be used to simulate relatively complex and ill-structured problems.
In fact, I have a little contact with both simulation methods. In the book "Distance Education Methods" edited by Terry Anderson, the system dynamics modeling method is regarded as the first choice to replace the experimental research method. Based on the method of system dynamics, we can combine the qualitative data of the initial state hypothesis of each system variable with the quantitative data of the possible changes of the system variables under specific circumstances, thus obeying the appropriate questions of experimental research on the real educational situation. In the book Theoretical Basis of Learning Environment, agent-based modeling is considered as a complex nonlinear method that can combine Piaget's individual construction theory and Vygotsky's social and cultural construction theory. Because I have not experienced the practical application of these two methods, my understanding of them only stays in knowledge. I will know the technical details of these two methods in detail when I have time.
Personal point of view
In thinking visualization and its teaching application, there is a logical question, that is, what do teachers want students to do after presenting their understanding of subject knowledge to students through concept maps and mind maps? Is it to let students get the same thinking path? Or let students know the relationship between knowledge points at a glance? How do learners interact with refined knowledge?
The structured and refined knowledge summarized by experienced experts through their own combing may not be suitable for beginners to learn. Novices need more coarse grains, not the essence of others' digestion and rumination. In order to let students acquire the expert's way of thinking, the key point is to let students clarify their understanding of concepts and express their own thinking paths by constructing mind maps, and then take them out to discuss with students and teachers.
Professor Liu Zhuoyuan mentioned that "a picture is worth a thousand words" when talking about the leading value of thinking visualization. This statement is more of an information map, and the concept map is more about expressing the relationship between concepts. The relationship between concepts is abstracted into nodes and their connections. Although it is intuitive and clear, it can also abstract some key links. Therefore, it is necessary to find the key problems in using concept maps to express and promote understanding, and then do more research.
Literature reference
[1] Liu Zhuoyuan. Thinking visualization: A New Fulcrum for Reducing Burden and Increasing Efficiency [J]. Primary and Secondary School Management, 20 14 (6): 10- 13.
[2] Han Yin, Zhang Jiping. A Study on the Future Classroom Structure from the Perspective of thinking visualization [J]. Journal of Distance Education, 2016,35 (2):106-12.
[3], Wen, Shi Penghua. A Study on Classroom Construction in thinking visualization Supported by Technology *-Taking Chinese Reading Teaching in Primary Schools as an Example [J]. China Audio-visual Education, 2015 (6):16-121.
Cai Huiying, Chen Jingya, Gu Xiaoqing. Research on Learning Technology Supporting Visual Learning Process [J]. China Audio-visual Education, 20 13( 12):27-33.