知识可视化融入听障学生视觉学习的耦合机理分析

An Analysis of the Coupling Mechanism of Knowledge Visualization into Hearing-impaired Students' Visual Learning

视觉学习对听障学生的认知发展具有重要促进作用,图像化社会境遇为听障学生的视觉学习提供了良好的学习场域,但其视觉学习仍面临诸如数字化学习资源匮乏、知识可视化视觉表征和视觉传达低效、对听障学生眼动和视线规律研究不全面、视觉学习资源缺乏教学交互等困境。知识可视化与听障学生的视觉学习经由知识可视化视觉表征和视觉传达形成耦合,视觉表征侧重由知识向符号表征的转码,而视觉传达则侧重知识可视化的传播。在这种耦合发生的基础上,要健全听障学生视觉学习资源、聚焦听障学生眼动特征与视线规律、优化知识的视觉表征形态、增强视觉传达和知识传播效果。

Visual learning plays an important role in promoting the cognitive development of hearing impaired students. Image society provides a good learning field for hearing impaired students’ visual learning. However, visual learning still faces several problems such as the lack of digital learning resources, inefficient visual representation of knowledge and visual communication, inadequate research on hearing impaired students’ eye movement characteristics and visual rules and absence of teaching interaction in visual learning resources. Knowledge visualization and hearing impaired students’ visual learning form a coupling through visual representation and communication. Visual representation focuses on the transcoding from knowledge to symbolic representation, while visual communication on the spreading of knowledge visualization. On the basis of this coupling, it is necessary to improve the visual learning resources of hearing impaired students, to focus on the eye movement characteristics and visual rules of hearing impaired students, to optimize the configuration of visual representation, and to enhance the effect of visual communication and knowledge dissemination.