【作 者】：
尚晓青， 许 佳， 陈明璋
【关 键 词 】：
知识呈现； 视觉化呈现； 教学设计； 认知负荷
【栏 目】：
中小学电教
【中文摘要】：
在我国学生数学理解水平仍逊于国际平均水平的状态下，促进学生的数学理解仍然是深化数学教学改革的重要议题。借助于信息技术，数学知识的视觉化呈现为促进学生的数学理解提供了突破口，在以知识结构化与呈现区块化融合、知识呈现步骤化与口语简化引导融合、情境与数学信息呈现融合、视觉刺激标识与建立信息关联融合为基本方法的指引下，视觉化呈现方式能通过视觉强化吸引学生注意力、调节学生的认知负荷，为学生理解数学搭建阶梯。研究以视觉化呈现的教学设计为自变量，开展了“初步认识分数”单元的整体设计和准实验研究，研究结果证实，知识视觉化呈现能够促进学生理解数学,尤其对于中等及以下学生的学习效果具有显著影响,能够为内在认知负荷较高的教学难点搭建理解的脚手架，能够在不同程度上提高学生的识记、领会以及分析能力。
【英文摘要】：
For Chinese students' comprehension level of mathematics is still lower than the international average level, prompting the students' mathematics comprehension is still an important issue in deepening the reform of mathematics classroom teaching. With the help of information technology, visual presentation of mathematics knowledge provides a breakthrough for students to understand mathematics. Guided by a basic approach based on the integration of knowledge structuring and presentation blocking, the integration of step-by-step knowledge presentation and verbal simplification guidance, the integration of contextual and mathematical information presentation, and the integration of visual stimulus labeling and the establishment of information associations, visual representations can capture students' attention, regulate their cognitive load, and build a ladder for their understanding of mathematics through visual reinforcement. Taking the instructional design presented by visualization as an independent variable, this paper carries out the overall design and quasi-experimental research. The results confirm that the visual presentation of knowledge can promote students' understanding of mathematics, and especially it has a significant impact on the learning effect of students with middle and lower levels. It can build a scaffold of understanding for teaching difficult points with high internal cognitive load, and improve students' memorization, comprehension and analysis to different degrees.