思维可视化工具助力高阶科学思维培养——以《牛顿第一定律》教学设计为例

The Thinking Visualization Tool Helps to Cultivate High-Level Scientific Thinking—Taking the Teaching Design of “Newton’s First Law” as an Example

摘要: 随着新课程改革的推进，高中物理教学越来越注重学生科学思维的培养。思维可视化作为一种将抽象思维具象化的教学手段，在培养学生高阶科学思维方面能够发挥重要作用。而现阶段的思维可视化研究以知识网络构建为导向，主要聚焦概念图、思维导图等结构表征，虽有效促进了知识体系的显性化，但未能深入触及科学思维的本质内核。本文旨在突破知识表征的单一维度，探讨如何通过思维可视化教学培养高中生的科学思维，进一步挖掘思维可视化工具在帮助学生将思维过程显性化、暴露思维路径、提升科学思维品质中能够发挥的作用，并通过设计具体的教学案例为后续的教学实践提供参考。

Abstract: With the advancement of the new curriculum reform, high school physics teaching pays more and more attention to the cultivation of students’ scientific thinking. As a teaching method that concretizes abstract thinking, thinking visualization can play an important role in cultivating students’ high-level scientific thinking. At the present stage, the research on thinking visualization is guided by the construction of knowledge network, mainly focusing on the structural representation such as concept map and mind map. Although it effectively promotes the explicitation of knowledge system, it fails to deeply touch the essential core of scientific thinking. This paper aims to break through the single dimension of knowledge representation, explore how to cultivate high school students’ scientific thinking through thinking visualization teaching, further explore the role of thinking visualization tools in helping students to make the thinking process explicit, expose the thinking path, and improve the quality of scientific thinking, and provide reference for subsequent teaching practice by designing specific teaching cases.