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  本文選題：知識可視化　切入點：表征手段　出處：《四川師范大學(xué)》2015年碩士論文

【摘要】：人類已經(jīng)進入知識爆炸的時代,如何在浩如煙海的“知識庫”中快速獲取自己需要的知識并對其進行認知、建構(gòu)、領(lǐng)會與應(yīng)用是這個時代留給我們的問題,也是“學(xué)習(xí)型社會”留給教育的問題。知識可視化是一個新興的研究領(lǐng)域,也是解決上述問題的一個路徑。目前將知識可視化應(yīng)用于各個學(xué)科已然是研究的熱點,但是將知識可視化運用于小學(xué)作文領(lǐng)域還沒有研究者進行系統(tǒng)的研究。知識可視化應(yīng)用于小學(xué)語文作文研究需要從理論基礎(chǔ)、知識可視化的表征手段、表征規(guī)律、表示形式與知識本體的內(nèi)在關(guān)系研究、運用研究等五個方面進行。本論文的第一章簡單地闡述了研究背景、研究目標、研究意義、研究方法。本論文的第二章闡述了本研究相關(guān)的理論基礎(chǔ),分析了“雙重編碼理論”、“建構(gòu)主義理論”、“腦科學(xué)理論”、“圖式理論”等四種理論。本論文的第三章為“知識可視化與小學(xué)語文作文教學(xué)的結(jié)合”,主要介紹了論文使用的幾種可視化工具,并探究了“小學(xué)生作文知識可視化視覺表征規(guī)律”、“知識表征形式與知識本體的內(nèi)在關(guān)系”,在此基礎(chǔ)上提出實驗的假設(shè):“知識可視化運用于小學(xué)語文作文教學(xué),對于提高學(xué)生的作文水平,提升其情感、態(tài)度、價值觀是有幫助的”。本論文的第四章為“知識可視化在小學(xué)語文作文教學(xué)中的實證研究”,具體詳細地介紹了實驗的設(shè)計思想、操作步驟,并通過平衡實驗組對比的方法對假設(shè)進行了實證研究,最后對實驗數(shù)據(jù)做了分析與說明。本論文的第五章主要闡述了研究結(jié)論、實驗存在的問題及進一步研究展望。
[Abstract]:Mankind has entered the era of knowledge explosion, how to quickly acquire the knowledge we need in the vast "knowledge base" and how to cognize, construct, understand and apply it is a problem left behind by this era.It is also a problem left to education in a learning society.Knowledge visualization is a new research field and a way to solve the above problems.At present, the application of knowledge visualization in various disciplines has become a hot topic, but there is no systematic research on the application of knowledge visualization in the field of primary school composition.The application of knowledge visualization to the study of Chinese composition in primary school needs to be carried out from five aspects: theoretical basis, representation means of knowledge visualization, representation law, internal relationship between representation form and knowledge ontology, and application research.The first chapter of this paper briefly describes the research background, research objectives, research significance, research methods.In the second chapter, the theoretical basis of this study is described, and four theories, namely "double coding theory", "constructivism theory", "brain science theory" and "schema theory", are analyzed.The third chapter of this paper is "the combination of knowledge visualization and primary school Chinese composition teaching". It mainly introduces several visualization tools used in this paper, and probes into the rules of visual representation of primary school students' composition knowledge visualization."the internal relationship between knowledge representation form and knowledge ontology", on the basis of which the hypothesis of experiment is put forward: "knowledge visualization applied in Chinese composition teaching in primary school can improve students' composition level, improve their emotion and attitude.Values are helpful.The fourth chapter of this paper is "the empirical study of knowledge Visualization in Chinese composition Teaching in Primary School", which introduces in detail the design idea and operation steps of the experiment, and makes an empirical study on the hypothesis by balancing the comparison of the experimental group.Finally, the experimental data are analyzed and explained.The fifth chapter of this paper mainly describes the research conclusions, experimental problems and future research prospects.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.24

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本文編號：1701660