数字教材编制中的知识可视化问题研究  

The Research on Knowledge Visualization in Digital Textbook Compilation

作　　者：严立[1] 王芳 钱冬明[3] Yan Li;Wang Fang;Qian Dongming(People's Education Electronic&Audiovisual Press,Beijing 100081,China;Beijing Education Information Industry Alliance,Beijing 102488,China;East China Normal University,Shanghai 200062,China)

机构地区：[1]人民教育电子音像出版社数字媒体编辑室,北京100081 [2]北京教育信息化产业联盟,北京102488 [3]华东师范大学国家教育宏观政策研究院,上海200062

出　　处：《课程．教材．教法》2022年第10期91-96,共6页Curriculum，Teaching Material and Method

摘　　要：知识的可视化是数字教材设计开发的重点。在课程教学功能上,数字教材的知识可视化大致可分为教学内容可视化、学习情境可视化、学习行为可视化三类。目前数字教材的知识可视化在结构整合、内容审核审定、教学目标实现等方面面临着挑战。采用整合可视化内容的分支结构、完善数字教材内容审核平台与流程、调整认知负荷与强化编码交互性等方式,可以在一定程度上解决数字教材知识可视化的现存问题。The visualization of knowledge is the focus of digital textbook design and development.In terms of curriculum teaching function,the knowledge visualization of digital textbooks can be roughly divided into three categories:teaching content visualization,learning situation visualization,and learning behavior visualization.At present,the knowledge visualization of digital textbooks is facing challenges in the aspects of structure integration,content review and approval,and realization of teaching objectives.The problems of knowledge visualization in digital textbooks can be solved to a certain extent by adopting branch design of content structure,improving content review platform and process,adjusting the cognitive load and strengthening the interaction of coding.

关 键 词：知识可视化 认知负荷 数字教材 教材管理 

分 类 号：G423.04[文化科学—课程与教学论]