【作 者】：
赵国庆， 杨宣洋， 熊雅雯
【关 键 词 】：
思维可视化； 工具； 思维策略； 概念图； 思维导图； 八大思维图示法
【栏 目】：
课程与教学
【中文摘要】：
在以“核心素养”为导向的新一轮教学改革中，思维可视化工具受到了师生们的广泛欢迎并逐渐成为推动课堂教学变革的重要抓手。然而，一线教师对思维可视化工具的作用机理及不同工具间的差异认识尚不深入，因而在教学应用时难以准确把握促进学生思维发展的着力点。文章旨在探讨思维可视化工具教学应用的指导原则，分析八大思维图示法、思维导图和概念图三大典型可视化工具间的核心差异并找出其在教学应用中的具体着力点。文章认为：（1）思维工具的作用机理在于帮助学习者分担低阶认知负荷，从而让他们得以更好地参与到高阶认知加工中去；（2）在教学应用中，教师应坚持学生主体、以问题解决为导向、结合思维策略工具、尊重学生已有认知，在学生思维发展的最近发展区寻找着力点并加以干预；（3）八大思维图示法是具体思维方式的具体表示法，思维导图是综合多种思维方式的模糊表示法，概念图是综合多种思维方式的精确表示法，三者在教学应用中着力点也有所不同。
【英文摘要】：
In the new round of teaching reform oriented by "Key Competencies", thinking visualization tools have been widely welcomed by teachers and students and gradually become an essential means to promote the reform of classroom teaching. However, in-service teachers have not formed a deep understanding of the mechanism of thinking visualizations tools and the differences between different tools,so it is difficult for them to accurately grasp the focus of promoting students' thinking in teaching. This paper aims to probe into the guiding principles of applying thinking visualizations tools in teaching, analyze the essential differences among three kinds of visualization tools of eight thinking Maps, mind maps and concept maps, and find out some specific points in teaching. This paper holds that: (1) the mechanism of thinking tools is to help learners better participate in higher-order cognitive processing by sharing the low-order cognitive load; (2) while applying thinking visualization tools into teaching, teachers should keep the student-centered and problem-solving teaching, combine the use of thinking strategies, respect students' prior knowledge, find the focal points in students' ZPD and then intervene. (3) The eight thinking Maps are the specific representations of specific thinking modes, the mind map is the fuzzy representation integrating various thinking modes, and the concept map is the precise representation incorporating various thinking modes. Also they have different focal points when used in teaching.