【作 者】：
冯友梅， 袁晓蕾， 王 晨， 杨 帆， 颜士刚
【关 键 词 】：
基础教育； 思维可视化； 图形符号； 图形语义系统； 反省性关系
【栏 目】：
课程与教学
【中文摘要】：
思维可视化即用图形符号与文字符号结合表征思维，但图形符号语义普遍模糊混乱，如此难以有效支持学生思维发展。直接原因为图形符号语义的一般获得方式，即隐喻；深层原因则为教育领域对知识与思维的人为割裂。鉴于此，为从根本上解决问题，文章以“知识与思维内在统一”为基本立场，以发生认识论和符号学为理论依据，并辅以真实教学情境下的验证实验，设计完成思维可视化语境下的图形语义系统。其中，语义系统主要由经验性关系与反省性关系两个维度构成，还包括与反省性关系结合表征的支撑关系以及为提升图形语义系统的灵活性和可用性而增加的若干语义；符形系统由图形符号和文字符号结合形成，以实现关系散形的清晰表征与关系聚形的像似表征。该图形语义系统可支持思维可视化语境下图形符号的科学而非经验的使用，从而为思维可视化的教学研究提供更为坚实的根基。
【英文摘要】：
Thinking visualization means the combination of graphic symbols and literal symbols to represent thinking, but the semantic meaning of graphic symbols is generally vague and chaotic, so it is difficult to effectively support the development of students' thinking. The direct reason for this is the general way to obtain the semantic meaning of graphic symbols, namely metaphor. The deep reason is the artificial separation of knowledge and thinking in the field of education. In view of this, in order to fundamentally solve the problem, this paper takes the "internal unity of knowledge and thinking" as the basic position, takes the genetic epistemology and semiotics as the theoretical basis, adopts the verification experiments in real teaching situations, and design the graphic semantic system in the context of thinking visualization. The semantic system is mainly composed of two dimensions of empirical relation and introspective relation, and also includes the supporting relation combined with introspective relation and some additional semantics to improve the flexibility and usability of the graphic semantic system. The symbolic system is formed by the combination of graphic symbols and literal symbols to realize the clear representation of relational scattering and the iconographic representation of relational clustering. The graphic semantic system can support the scientific rather than empirical use of graphic symbols in the context of thinking visualization, thus providing a more solid foundation for pedagogical research on thinking visualization.