知识建构的有效途径:基于知识可视化的辩论  

An Effective Approach to Knowledge Construction:Argumentative Activity Based on Knowledge Visualization

作　　者：况姗芸[1] 蔡佳 肖卫红 陈文红 卢昀[1] 

机构地区：[1]华南师范大学教育信息技术学院,广东广州510631 [2]惠州市第五小学,广东惠州516001 [3]广州市第二外国语学校,广东广州510540 [4]广东省教育技术中心,广东广州510245

出　　处：《中国电化教育》2014年第10期106-111,共6页China Educational Technology

基　　金：广东省哲学社会科学"十二五"规划课题"云服务支持的社区教育微课程应用模式研究(课题编号:GD12CJY02)";广东省教育规划课题"面向社区教育的微课程系统构建与应用研究(课题编号:2011TJK286)"的阶段研究成果

摘　　要：辩论被认为是一种通过对话促进思考的社会活动,应用于教学能促进学习者的知识建构,但教学实践中,开展辩论活动困难重重,效率低下。该文在分析知识可视化理论与辩论式教学理论的基础上,提出知识可视化工具在辩论活动中应用的设计框架和实施模型,然后随机选取40位11-12岁的儿童开展准实验对比研究。研究发现:知识可视化工具能促进被试者知识建构,并且对于儿童来说,辩论思维导图应用效果优于论点关系表。Argumentation is considered as a social activity which promotes thinking by conversations. Making argumentation can promote students＇ knowledge construction. However, teachers approved that it is really extremely difficult and inefficient in conducting an argumentative activity in classes. Based on the analysis of knowledge visualization theory and argumentative teaching theory, we put forward a framework and an implementation model of using visualization tools in an argumentative activity. A group of 40 students aged 11 to 12 were chosen randomly to participate in a quasi-experimental study. The result shows that using visualization tools can promote the knowledge construction of the experimental subjects. As to the style of visualization tools, argumentative mindmap is proved to be more effective than Pro-Con tables for children.

关 键 词：知识可视化 辩论 知识建构 

分 类 号：G434[文化科学—教育学]