我国思维可视化研究的回顾与展望——基于中国知网2003—2013年论文的分析

The Review and Prospect on Thinking Visualization Research in China: Based on the Analysis of the Paper in CNKI from 2003 to 2013

梳理我国思维可视化的研究，反思我国思维可视化研究的优势、不足，展望思维可视化研究的未来发展，可以为研究者开展思维可视化研究提供参考，为教师进行思维可视化教学提供指导。统计中国知网上自2003年至2013年的相关论文，可以发现：我国思维可视化研究日期活跃，研究内容涵盖宏观理论探讨和具体学科应用，研究对象包括幼儿、中学生、大学生和企业人员，研究方式表现为理论研究、实践研究和综合研究，研究问题关注如何应用可视化工具提高学生认知、思维。反思我国思维可视化研究，可以发现：较多关注处于形式运算阶段的学生；注重实证研究，缺乏应用评价研究；多局限于理科，文科有待拓展；多注重思维提高，少关注思维评价；教学应用的时间较短，长期效果有待检验。面向现实需要，我国思维可视化研究将注重思维可视化理论与实践的深层次结合，关注不同阶段学生的思维可视化，探索不同学科思维可视化教学的共性与个性，开展教师思维可视化教学培训，专家、教师和学生形成思维可视化教学设计的共同体。

Sorting the research on thinking visualization in China， reflection its advantages and disadvantages， and prospectingits development is helpful to provide a reference for the researcher and guidance for the teachers. After analyzing the 47 papersabout thinking visualization in CNKI from 2003 to 2013， it is known that the research visualization of knowledge was active daily;the research content covered macro-theoretical study and discipline-specific applications; the research objects included children，high school students， college students and business people ; research methods included theory research， practical research andcomprehensive research; research issues concerned how to use the visualization tools to improve students' cognitive and thinking.When Reflecting the research on the thinking visualization in China， it is found that more concerned about students in the stage ofoperational form; emphasis on empirical research， the lack of the studies of application evaluation; more confined science， arts need tobe expanded; more emphasis on improving thinking， less about thinking evaluation; the time of teaching applications short and longtermeffects need to be tested. In the future the thinking visualization research will make theory and practice combine deeper， payattention to thinking visualization on different stages of students， explore the commonness and individuality of thinking visualizationteaching in different disciplinary， carry out the teacher thinking visual teaching training， form the community for visual thinkinginstructional design among experts， teachers and students.