摘要：图形组织者是一种能够表达文本组织作用的视觉表示。本研究考察视频呈现学习材料的形式下,图形组织者线索对多媒体学习的影响。研究采用单因素两水平(线索;非线索)组间设计,使用先验测验筛选出先验知识低的被试,并将其随机分为两组进行学习和测验。结果发现,在迁移测验的成绩上,线索组和非线索组无显著差异,在保持测验上,线索组和非线索组有显著差异,线索组的回忆量显著高于非线索组。研究认为,图形组织者发挥了线索的信息组织功能,帮助学习者有效组织学习材料,同时也减轻了学习者的认知负荷,因此,以图形组织者为线索能够有效提高学习者对多媒体学习材料的识记。Graphic organizers are visual representations that express the organization of text. This study examines the impact of graphic organizer prompts on multimedia learning in the form of video-presented learning materials. This study used a one-factor, two-level (cued;non-cued) between-group design. Subjects with low prior knowledge were screened out by pretesting and randomly divided into two groups: learning and testing. The results showed that there was no significant difference between the cued and non-cued groups in the transfer test, but there was a significant difference between the cued and non-cued groups in the retention test, and the recall cued group was significantly higher than the non-cued group. Research shows that graphic organizers play the information organization function of clues, help learners to organize learning materials effectively, and also reduce the cognitive burden of learners. Therefore, using the graphic organizer as a clue can effectively improve the learner’s memory of multimedia learning materials.

摘要：图形组织者是一种思维可视化的典型表征形式和具象化实施工具,通过可视化组织,可以形成促进思维发展的引导框架。本文将其应用于英语中高年级的作业设计中,探究如何运用图形组织者中具有代表性的故事地图、思维导图、维恩图、流程图来优化作业设计,通过设计高度精练、逻辑清晰的“图示化”作业来实现减负提质。

摘要：概述图形组织者的内涵。结合人教版(Go for it!)初中《英语》八年级(下)Unit 10 I’ve had this bike for three years第一课时听说教学,从预习的前置作业、新课导入环节、课堂任务设计和课堂输出环节等四个方面探究图形组织者在基于主题意义探究的初中英语听说教学中的运用,并指出注意事项。

摘要：本文从可视化思维支架视角来审视图形组织者,结合教与学中的实际问题,提出了在教学中引进思维可视化理论与技术,以思维导图为工具,通过对其的理论分析与教学实践,以期望发掘出它的应用潜能和使用方式,为教学设计者提供一定的参考。