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
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.