【作 者】：
金玉宏， 肖龙海
【关 键 词 】：
图示； 促进理解； 扎根理论； 模型建构
【栏 目】：
理论探讨
【中文摘要】：
图示是科学教育中交流的重要形式，也是数字媒体呈现的基础。但由于缺乏系统的理论框架，关于什么样的图示更能促进理解仍存在争论。针对这一问题，研究以扎根理论为方法论指导，以中德高中生物教材图示为基础，对30位教师进行深度访谈，建构促进理解的图示结构模型。该模型认为：（1）知识映射为图形和文本，从而帮助理解；（2）知识应包括学习者的已有知识，映射为图形时应遵循简洁、相似、相近等原则，映射为文本时应遵循锚定、延拓和升华原则；（3）实现事实、联系和大概念各层次的理解离不开知识、图形和文本三者之间有效的交互。以此阐明图示适度简化能促进理解，过度简化会导致理解困难，不同简化水平的图示共同呈现有助于高阶理解的实现。研究提出了较全面的理论模型，弥合了现有研究间的冲突，也为图示的设计、研究和应用提供了依据。
【英文摘要】：
Textbook graphics is an important form of communication in science education, and is the basis for the presentation of digital media. However, due to the lack of a systematic theoretical framework, there is still a debate about what kind of graphics can better promote understanding. In order to address this issue, this study, based on the graphics in the biology textbooks of Chinese and German high school, using grounded theory as a methodological guide, conducts in-depth interviews with 30 teachers and constructs a graphical structural model to promote understanding. The model argues that (1) knowledge is mapped into graphics and text to facilitate understanding; (2) knowledge should include the learner's prior knowledge, and should follow the principles of concision, similarity, and proximity when mapped to graphics and follow the principles of anchoring, extension, and sublimation when mapped to text; (3) the effective interaction of knowledge, graphics, and text is necessary to realize the understanding of facts, connections, and big concepts at all levels. This study illustrates that a moderate simplification of graphics can facilitate understanding, while an oversimplification may lead to difficulties in understanding. The co-presentation of graphics at different levels of simplification can help achieve higher-order understanding. This study presents a comprehensive theoretical model that bridges the gap between existing research and provides a basis for the design, research, and application of graphics.
【下 载】：
促进理解的图示：结构模型和设计原则