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具象插图虽在提升感知直观性、激发学习动机和类比推理方面具有优势，但其高细节水平可能增加学习者的认知负荷，影响信息提取和迁移。相对而言，抽象插图通过简化非必要细节，降低外在认知负荷，突出知识的本质结构，在概念学习和迁移中表现出优势，但也可能因缺乏情境支持和感知直观性，造成初学者理解困难。文章综述了插图抽象性在教学可视化设计中的理论基础、实证发现与教学应用，并在此基础上进一步探讨了具象插图与抽象插图整合使用的潜力，强调多重图像表征和“具象性消退”策略(即从具体逐步过渡到抽象)在平衡认知负荷与支持深层学习方面的作用。同时，本文也指出当前研究存在术语不一致、材料不可比性、生态效度不足等挑战，限制了研究成果的普遍推广性。最后，文章结合认知负荷理论和动机理论，提出了对教材插图设计与教师教学策略的具体启示，主张根据学习目标与学习者特征灵活调控插图的抽象层级，以更有效地支持学生从感性经验过渡到抽象理解。
Abstract：This article reviews the theoretical foundations, empirical findings, and instructional applications related to the abstractness of illustrations in educational visualization design. It highlights that while concrete illustrations enhance perceptual intuitiveness, stimulate learning motivation, and support analogical reasoning, their high level of detail may increase learners' cognitive load, thereby hindering information extraction and transfer. In contrast, abstract illustrations, by omitting nonessential details, help reduce extraneous cognitive load and emphasize the essential structure of knowledge, showing particular advantages in concept learning and transfer tasks. However, abstract images may pose comprehension difficulties for novices due to their lack of contextual support and perceptual cues. The paper further explores the potential of integrating concrete and abstract illustrations, emphasizing that multiple visual representations and the concreteness fading strategy(i.e., gradually transitioning from concrete to abstract representations) can help balance cognitive load and support deeper learning. Meanwhile, the paper also notes existing challenges — such as inconsistent terminology, incomparable materials, and limited ecological validity — that restrict the generalizability of findings. Drawing on cognitive load theory and motivational theory, the paper offers specific implications for textbook illustration design and classroom teaching strategies. It advocates for the flexible modulation of the level of abstraction in illustrations based on instructional goals and learner characteristics, in order to more effectively support students' progression from perceptual experience to abstract understanding.
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(1)关于此问题的讨论,可见Brucker,B.,Scheiter,K.,& Gerjets,P.Learning with Dynamic and Static Visualizations:Realistic Details Only Benefit Learners with High Visuospatial Abilities [J].Computers in Human Behavior,2014(7):330-339;Nebel,S.,Beege,M.,Schneider,S.,et al.A Review of Photogrammetry and Photorealistic 3D Models in Education from a Psychological Perspective [J].Frontiers in Education,2020,5:00144.
基本信息:
中图分类号:G420
引用信息:
[1]王哲.插图抽象性与学习效果的研究进展与启示[J].全球教育展望,2025,54(12):40-55.
基金信息:
2022年度教育部人文社会科学重点研究基地重大项目“国家知识管理视角下中小学教材建设研究”(项目编号：22JJD880024)的阶段性成果
2025-12-15
2025-12-15