Visual Thinking, Images, and Learning in College
Visual Thinking, Images, and Learning in College
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大学视觉思维、图像和学习
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发表时间：
2014
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通讯作者：
Alexa Miller
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作者：
Philip Yenawine;Alexa Miller
关于校园/2014年9月至10月在线发表在威利在线图书馆（wileyonlinelibrary.com）© 2014年由美国大学人事协会和威利期刊公司。DOI：10.1002/abc.21162讨论，是在大学水平上有意一致地开发的吗？如果新的共同核心国家标准得到有效实施-在这一点上不是一个肯定的赌注-学生可能会发展这些或类似的技能之前，他们进入大学。但就目前而言，学生进入大学只有几个星期的高中，我们希望他们在一个更具挑战性的环境中学习，很少有人真正做好准备。大学的严格性，要求，机会，选择和责任对大多数学生来说都是新的，但一般的期望是让他们脚踏实地，有能力吸收比以前遇到的任何材料都更具挑战性的材料，以更复杂的方式处理它，并以最有可能是新的形式，深度和速度产生工作。如果学生进入大学时缺少基本技能，如果我们期望清晰，创新，分析，理性的思维和写作，那么大学教育工作者有什么责任帮助学生学会思考和表达自己，以优化教师所教授的一系列课程所提供的潜在学习，这些课程由教师花费多年时间获得有关学科的知识？在这篇文章中（以及Dabney Hailey的同伴），我们提出了视觉思维的作用，为什么学生既有信心又有语言技能与你和他们的同学讨论复杂的想法，同时，能够文明地提出不同意见，并建立在他人的信息和想法之上？如果他们根据详细的观察来表达意见，并不断提供证据来支持他们呢？有趣的是，我们记录了小学生（四年级和五年级）的这些技能，他们经历了一种称为视觉思维策略（VTS）的适度干预。VTS使用艺术的讨论，以建立语言和思维能力以及视觉素养，它在一个有效的10小时，每年从幼儿园开始完成这一点。它的效率与其结构有关：它激活并建立在现有的技能和兴趣之上，以发展为基础，参与同伴互动，并逐步升级挑战。除了这些技能，认知研究员阿比盖尔C。豪森还记录了几乎所有学生随着时间的推移而出现的其他能力，包括从观察中得出的多个可能结论中进行推测的能力。许多学生会回到一个想法，根据新的信息详细阐述或修改意见。如果同样的技能，10岁的孩子通过严格的艺术观察而轻松运用，那么菲利普·耶纳文和亚历克莎·米勒会引入视觉思维的实践吗
ABOUT CAMPUS / SEPTEMBER–OCTOBER 2014 Published online in Wiley Online Library (wileyonlinelibrary.com) © 2014 by American College Personnel Association and Wiley Periodicals, Inc. DOI: 10.1002/abc.21162 discussions, were developed with intentional consistency at the college level? If the new Common Core State Standards are effectively implemented—not a sure bet at this point—students might develop these or similar skills before they get to college. But as it stands now, students enter college only a few weeks out of high school, and we expect them to learn in a much more challenging environment for which few are truly prepared. The rigors, requirements, opportunities, choices, and responsibilities of college are new to most students, yet the general expectation is for them to hit the ground running, with the ability to take in material that is likely more challenging than any encountered earlier, process it in more sophisticated ways, and produce work in forms and at depths and speeds that are most likely new. If students enter college missing essential skills, and if we expect clear, innovative, analytical, reasoned thinking and writing, what responsibility do college educators have to help students learn to think and express themselves in the ways that optimize the potential learning off ered by an array of courses taught by faculty who have spent years acquiring knowledge about their subjects? In this article (and in its companion by Dabney Hailey), we propose a role for the Visual Thinking WH A T I F Y O U R F I R S T Y E A R STUDENTS had both the confidence and language skills to debate complex ideas with you and their classmates and, at the same time, were able to disagree civilly and build on information and ideas from others? What if they expressed opinions based on detailed observations and consistently provided evidence to back them up? Interestingly, we have documented these skills in elementary students—fourthand fi fth-graders—who have experienced a modest intervention called Visual Thinking Strategies (VTS). VTS uses discussions of art to build language and thinking skills as well as visual literacy, and it accomplishes this in an efficient 10 hours a year beginning in kindergarten. Its effi ciency relates to its structure: it activates and builds on existing skills and interests, is developmentally based, engages peer interaction, and gradually escalates challenges. In addition to these skills, cognitive researcher Abigail C. Housen has documented others that appear over time in almost all students, including the capacity to speculate among multiple possible conclusions drawn from observations. Many students will return to an idea to elaborate or revise opinions based on new information. What if these same skills, deployed easily by 10-year-olds as result of rigorous art-viewing Philip Yenawine and Alexa Miller introduce the practice of Visual Thinking