notability与思维导图 Thinking，Map思维导图

人气：321 ℃/2023-11-26 04:43:52

Thinking maps思维导图是David Hyerle博士在1988年开发的一种帮助学习的语言工具。它的开发建立在语义学、认知心理学等理论基础之上。惠特学院的Albert Upton和Richard Samson在语义学和认知心理学的基础上，共同研究创建了“Upton-Samson”模式，此模式用来促进学生对知识的理解，并提高小组合作解决问题的能力等。David Hyerle以此模式为指导，开发了思维导图。

基于对大脑接收信息机制的研究，思维导图主要有八种类型，它们分别对应人在思考时的八种思维过程。思维导图提供了一套视觉模式进行思考，从而促进学生思考神经网络的发展，提高大脑不断认知和建构知识信息的能力，更突出培养学习者独立迁移思考的能力。每一种思维导图都是以基本的认知能力为基础，正如木匠使用一套工具，八种思维导图就像八种基本的工具，③在不同的情况下选用适用的工具，可以提高学习者阅读、写作、数学、逻辑思考等方面的能力。这套工具可以适用于任何一种文化，任何一种语言。

因此，更加确切地说“思维导图是用来进行建构知识，发散思维，提高学习能力的一种可视化工具。”相对概念图和思维导图而言，思维导图更注重学习能力的培养。

思维导图的类型

思维导图包含八种类型，能够促进学习者进行交流和思考，也能从中了解学习者如何与其他学习者进行交流。人类具有最基本交流语言，如：字母，数字，科学符号，音乐符号，软件编码，国际手语，盲文等。所有这些语言都有基本的认知结构，如排序、分类、比较等。思维导图便是基于这种认知结构，发展出来八种基本类型。

1．圆圈图（Circle Map）：主要是通过提供相关信息来展示与一个主题相关的先前知识。在圆圈中心，可以使用词语，数字，图画或者其他标志或象征物来表示你尝试理解或定义的事物，在圆圈外面，写下或画出与主题相关的信息。

Circle Maps are tools used to help define a thing or idea. It is used to brainstorm ideas and for showing prior knowledge about a topic. In the center of the circle, use words, numbers, pictures, or any other sign or symbol to represent the object, person, or idea you are trying to understand or define. In the outside circle, write or draw any information that puts this thing in context.

2．起泡图（Bubble Map）：主要是使用形容词或形容词短语来描述物体。与圆圈图不同，起泡图主要增强学生使用形容词描述特征的能力。中心圆圈内，写下被描述的物体，外面圆圈内写下描述性的形容词或短语。

Bubble Maps are used to describe qualities using adjectives ("sparkle words") and adjective phrases. As a writing tool it enriches students' abilities to identify qualities and use descriptive words.

In the center circle, write the word or thing being descrbed. Write the adjectives or adjective phrases in the outside circles.

3．双起泡图（Double Bubble Map）：主要用来进行对比和比较。两个被比较的术语放在两个中心圆圈内，外面单独连接的圆圈内展示两个被比较的术语间的不同点，中间共同连接的圆圈内展示两个术语通过对比的相同点。

When comparing and contrasting, we use Double Bubble Maps. This is similar in concept to a Venn Diagram. Two items being compared are written in the two center circles. Outside bubbles show items that share qualities with only one object - these are contrasting qualities. Center bubbles (that connect to both circles) show similaries between the two items being compared.

4．树型图（Tree Map）：主要用来对事物进行分组或分类。在最顶端，写下被分类事物的名称，下面写下次级分类的类别，依此类推。

For classifying and grouping, students learn to use a Tree Map. Things or ideas are sorted into categories or groups. Sometimes new categories are created. On the top line, write the category name. Below that begin writing sub-categories. Below each sub-category write specific members of the group. Some things can go in multiple groups.

Tree Maps are good for studying for tests. Use this map to categorize spelling words according to the skill being taught. Try using a Tree Map when studying Social Studies or Science.

5．括号图（Brace Map）：主要用于分析、理解事物整体与部分之间的关系。括号左边是事物的名字或图像，括号里面描述物体的主要组成部分，帮助学习者理解一个物体整体和其各个部分之间的关系。

Brace Maps help learners understand the relationship between a whole physical object and its parts. They are used to analyze the structure of an item. It's like 'disecting' on paper.

On the line to the left, write the name of the whole object. On the lines within the first brace to the right, write the major parts of the object, then follow within the next set of braces with the subparts of each major part.

Tree Maps are good for organizing the agenda of a meeting or showing the structure of an organization.

6．流程图（Flow Map）：主要用来列举顺序、时间过程、步骤等。能够分析一个事件发展过程之间的关系，解释事件发生的顺序。大方框写下每一过程，下面小方框内可以写下每个过程的子过程。

Flow Maps sequence and order a process. They identify the relationships between stages and substages of an event (or order or numbers, operations, steps, etc.) They can be used to explain the order of events.

In the outside rectangle, write the name for the event or sequence. Rectangles to follow list the steps or events that follow from beginning to end. Smaller rectangles may be written below to list substages or each major stage.

7．复流程图（Multi-Flow Map）：用来展示和分析因果关系。在中心方框里面是重要的事件，左边是事件产生的原因，右边是事件的结果。这是一个先后顺序的过程，能够看到事件发生的原因和结果，通过考虑原因和结果帮助学生分析为什么，结果是什么。

Cause and effect is represented in a Multi-Flow Map. It is a process of sequencing that looks at what caused an event and the results/effects of the event. It helps students analyze a situation by looking at the cause and effect - the 'why' and 'consequences' - good or bad.

In the center rectangle, list the event that occurred. In the rectangle to the left, list the causes of the event. Write the effects/consequences of the event in the rectangles to the right of the center rectangle. If you are studying a system, you will find that there are effects in the system which, in turn, influence initial causes. This circular cause and effect relationship is called a feedback loop.

8．桥型图（Bridge Map）：主要用来进行类比、类推。桥型左边横线的上面和下面写下具有相关性的一组事物，按照这种相关性，在桥的右边一次写下具有类似相关性的事物，以能够形成类比或类推。

Seeing analogies is the process of identifying similarities between relationships. These are similar to the 'analagies' found on SATs with one difference being Bridge Maps can have many 'bridges'.

Bridge Maps give students a tool for applying the process of seeing analogies. On the far left, write in the relating factor. The relating factor is the similar phrase that fits both sides of an analogy. On the top and bottom of the left side of the bridge, write in the first pair of things that have this relationship. On the right side of the bridge, write in the second pair of things that have the same relationship. The bridge can continue with more relating factors.

思维导图在美国课堂的使用

思维导图最初兴起于美国，1992年已经被纽约、北卡洛莱纳州、德克萨斯州、密西西比州等地区的众多学校进行应用，不仅应用于不同的年级，还应用于不同的课程，取得了良好的评价效果。2000年以来，思维导图逐渐被新西兰、新加坡等国家和地区引入并使用。到2004年，美国已有接近4000个学校使用思维导图进行教学，包括从幼儿园到大学的学生、老师、管理者等，思维导图在促进学习、提高学生学习能力方面起到了重要的作用，得到了师生的高度评价。

美国学校常用的教学策略是“K-W-L”策略，此策略用于学生进行课程学习时，可以有效地获取学生的反馈。“K”代表确定学生在学习新知识前已经知道了什么，即是“Know”；“W”代表学生想知道关于学习主题的什么知识，即是“What”；“L”代表知识习得后学生学到了什么，即是“Learned”。下面的案例便是教师依据“K-W-L”策略，设计相关的思维导图进行教学的案例。

案例：