微課中教師角色呈現(xiàn)方式對(duì)學(xué)習(xí)效果影響的實(shí)驗(yàn)研究
發(fā)布時(shí)間：2018-09-05 20:47
【摘要】：微課以其"短小精悍","碎片化"的特點(diǎn),成為我國教育信息化資源建設(shè)的重點(diǎn)和研究的熱點(diǎn)。但從心理學(xué)層面對(duì)其進(jìn)行的研究還相對(duì)較少,導(dǎo)致很多微課教學(xué)資源流于形式,不能很好的達(dá)到學(xué)習(xí)效果,造成資源的浪費(fèi)。本文從學(xué)習(xí)者的主觀學(xué)習(xí)感受、認(rèn)知加工過程、學(xué)習(xí)效果三個(gè)方面出發(fā),深入探討微課視頻中教師角色的呈現(xiàn)方式對(duì)于學(xué)習(xí)者學(xué)習(xí)過程及學(xué)習(xí)效果的影響,關(guān)注學(xué)習(xí)者的學(xué)習(xí)體驗(yàn),以期能夠?yàn)槲⒄n視頻資源的整體設(shè)計(jì)和制作編輯提供指導(dǎo)和借鑒,為微課視頻學(xué)習(xí)材料的設(shè)計(jì)和開發(fā)提供理論支撐。筆者首先對(duì)現(xiàn)有的微課課程視頻進(jìn)行了梳理分析,得出現(xiàn)有的微課視頻呈現(xiàn)方面的特點(diǎn),確定了研究問題和方向。而后,在多媒體畫面語言學(xué)研究的理論框架下,在心理學(xué)相關(guān)理論的指導(dǎo)下,進(jìn)行了語構(gòu)學(xué)研究,即以圖、文畫面要素組成的學(xué)習(xí)內(nèi)容與以聲、像畫面要素組成的教師角色之間的配合研究;進(jìn)行了語義學(xué)研究,即多媒體畫面構(gòu)成要素同學(xué)習(xí)材料知識(shí)類型之間的匹配研究。探討了不同微課視頻材料中教師角色的呈現(xiàn)方式、呈現(xiàn)位置對(duì)于學(xué)習(xí)者在學(xué)習(xí)過程中的體驗(yàn)及學(xué)習(xí)效果的影響。利用眼動(dòng)追蹤技術(shù)開展實(shí)證研究,從視覺心理層面研究揭示不同教師形象呈現(xiàn)位置對(duì)于學(xué)習(xí)者學(xué)習(xí)過程的影響、認(rèn)知加工過程的影響,揭示不同知識(shí)類型對(duì)于教師角色呈現(xiàn)的需求。本研究的主要內(nèi)容如下:通過問卷調(diào)查了解學(xué)習(xí)者對(duì)微課視頻的認(rèn)可和設(shè)計(jì)偏好,綜合考慮學(xué)習(xí)材料本身的知識(shí)類型性質(zhì)和教師形象的呈現(xiàn)位置,設(shè)計(jì)了不同知識(shí)類型對(duì)于教師角色呈現(xiàn)方式的需求研究,不同教師形象呈現(xiàn)位置對(duì)學(xué)習(xí)者學(xué)習(xí)過程和學(xué)習(xí)效果的影響兩個(gè)眼動(dòng)實(shí)驗(yàn),通過實(shí)驗(yàn)得出以下結(jié)論:(1)不同類型知識(shí)需要不同的多媒體畫面呈現(xiàn)方式,學(xué)習(xí)效果和眼動(dòng)過程不同:對(duì)于陳述性知識(shí)而言,呈現(xiàn)教師形象通過影響學(xué)習(xí)者的認(rèn)知加工過程而影響學(xué)習(xí)效果。采用呈現(xiàn)教師形象的方式,對(duì)于微課的學(xué)習(xí)效果較好。對(duì)于程序性知識(shí)而言,是否呈現(xiàn)教師形象對(duì)于學(xué)習(xí)效果的影響較小。因此,應(yīng)當(dāng)根據(jù)知識(shí)內(nèi)容本身的性質(zhì)對(duì)于微課視頻的呈現(xiàn)方式進(jìn)行設(shè)計(jì),優(yōu)化學(xué)習(xí)過程和學(xué)習(xí)效果。(2)教師角色的呈現(xiàn)位置影響學(xué)習(xí)者的微課課程學(xué)習(xí)效果。教師角色呈現(xiàn)于視頻畫面的不同位置,學(xué)習(xí)者的學(xué)習(xí)效果與學(xué)習(xí)者在學(xué)習(xí)過程中對(duì)于知識(shí)內(nèi)容的認(rèn)知資源分配比例呈正相關(guān)關(guān)系。即對(duì)于學(xué)習(xí)內(nèi)容分配的認(rèn)知資源比重越高,學(xué)習(xí)效果越好。實(shí)驗(yàn)結(jié)果表明,教師角色呈現(xiàn)于視頻畫面右上方時(shí),學(xué)習(xí)者的學(xué)習(xí)效果較好。(3)在微課視頻學(xué)習(xí)材料中增加教師形象,對(duì)于學(xué)習(xí)者在學(xué)習(xí)過程中所產(chǎn)生的認(rèn)知負(fù)荷沒有顯著影響。雖然教師形象作為與知識(shí)內(nèi)容的無關(guān)信息,屬于學(xué)習(xí)者學(xué)習(xí)的額外認(rèn)知負(fù)荷。但是,實(shí)驗(yàn)研究結(jié)果表明,教師形象呈現(xiàn)所增加的額外認(rèn)知負(fù)荷并不顯著。
[Abstract]:With its characteristics of "short and sharp" and "fragmentation", micro-course has become the focal point and research hotspot in the construction of educational information resources in China. However, the psychological level of its research is relatively small, resulting in a lot of micro-teaching resources in the form of a mere, can not achieve good learning results, resulting in a waste of resources. From three aspects of learners' subjective learning experience, cognitive processing process and learning effect, this paper probes into the effect of the presentation of teacher's role on the learners' learning process and learning effect. Focus on the learning experience of learners, in order to provide guidance and reference for the overall design and editing of micro-lesson video resources, and provide theoretical support for the design and development of micro-lesson video learning materials. The author firstly combs and analyzes the existing microcourse video, obtains the characteristics of the present micro-lesson video presentation, and determines the research problem and direction. Then, under the framework of the theory of multimedia picture linguistics and under the guidance of the psychology theory, this paper makes a study of the structure of the language, that is, the learning content and the sound of the text and picture elements. This paper studies the coordination between teachers' roles composed of image elements, and studies semantics, that is, the matching between multimedia picture elements and learning material knowledge types. This paper discusses the presentation of teacher's role in different microcourse video materials, and the influence of presentation position on learners' learning experience and learning effect. An empirical study was carried out by using eye movement tracking technology to reveal the effects of different teachers' image presentation positions on learners' learning process and cognitive processing process from the visual psychological level. It reveals the demand of different types of knowledge for teachers' role presentation. The main contents of this study are as follows: through the questionnaire survey to understand learners' recognition and design preference for micro-lesson videos, considering the nature of knowledge types of learning materials and the location of teachers' image. Two eye movements experiments were designed to study the demands of different knowledge types on teachers' role presentation, and the effects of different teacher image presentation positions on learners' learning process and learning effect. The following conclusions are drawn from the experiment: (1) different types of knowledge need different multimedia picture presentation methods, different learning effects and eye movement processes: for declarative knowledge, The presentation of teacher image affects the learning effect by influencing the learners' cognitive processing process. Using the way of presenting the image of teachers, the learning effect of micro-class is better. As far as procedural knowledge is concerned, whether teachers' image is presented has little effect on learning effect. Therefore, according to the nature of the knowledge content itself, we should design the presentation mode of the micro-lesson video, optimize the learning process and learning effect. (2) the location of the teacher's role affects the learning effect of the micro-lesson course. The teacher's role is presented in different positions of the video picture. The learning effect of the learner is positively correlated with the proportion of cognitive resources allocated to the knowledge content in the learning process. That is, the higher the proportion of cognitive resources allocated to learning content, the better the learning effect. The experimental results show that when the teacher's role appears in the upper right of the video picture, the learner's learning effect is better. (3) increasing the image of the teacher in the video learning materials has no significant effect on the cognitive load generated by the learner during the learning process. Although the teacher image is independent of the knowledge content, it belongs to the extra cognitive load of the learner. However, the experimental results show that the additional cognitive burden caused by teachers' image is not significant.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434
本文編號(hào)：2225418
[Abstract]:With its characteristics of "short and sharp" and "fragmentation", micro-course has become the focal point and research hotspot in the construction of educational information resources in China. However, the psychological level of its research is relatively small, resulting in a lot of micro-teaching resources in the form of a mere, can not achieve good learning results, resulting in a waste of resources. From three aspects of learners' subjective learning experience, cognitive processing process and learning effect, this paper probes into the effect of the presentation of teacher's role on the learners' learning process and learning effect. Focus on the learning experience of learners, in order to provide guidance and reference for the overall design and editing of micro-lesson video resources, and provide theoretical support for the design and development of micro-lesson video learning materials. The author firstly combs and analyzes the existing microcourse video, obtains the characteristics of the present micro-lesson video presentation, and determines the research problem and direction. Then, under the framework of the theory of multimedia picture linguistics and under the guidance of the psychology theory, this paper makes a study of the structure of the language, that is, the learning content and the sound of the text and picture elements. This paper studies the coordination between teachers' roles composed of image elements, and studies semantics, that is, the matching between multimedia picture elements and learning material knowledge types. This paper discusses the presentation of teacher's role in different microcourse video materials, and the influence of presentation position on learners' learning experience and learning effect. An empirical study was carried out by using eye movement tracking technology to reveal the effects of different teachers' image presentation positions on learners' learning process and cognitive processing process from the visual psychological level. It reveals the demand of different types of knowledge for teachers' role presentation. The main contents of this study are as follows: through the questionnaire survey to understand learners' recognition and design preference for micro-lesson videos, considering the nature of knowledge types of learning materials and the location of teachers' image. Two eye movements experiments were designed to study the demands of different knowledge types on teachers' role presentation, and the effects of different teacher image presentation positions on learners' learning process and learning effect. The following conclusions are drawn from the experiment: (1) different types of knowledge need different multimedia picture presentation methods, different learning effects and eye movement processes: for declarative knowledge, The presentation of teacher image affects the learning effect by influencing the learners' cognitive processing process. Using the way of presenting the image of teachers, the learning effect of micro-class is better. As far as procedural knowledge is concerned, whether teachers' image is presented has little effect on learning effect. Therefore, according to the nature of the knowledge content itself, we should design the presentation mode of the micro-lesson video, optimize the learning process and learning effect. (2) the location of the teacher's role affects the learning effect of the micro-lesson course. The teacher's role is presented in different positions of the video picture. The learning effect of the learner is positively correlated with the proportion of cognitive resources allocated to the knowledge content in the learning process. That is, the higher the proportion of cognitive resources allocated to learning content, the better the learning effect. The experimental results show that when the teacher's role appears in the upper right of the video picture, the learner's learning effect is better. (3) increasing the image of the teacher in the video learning materials has no significant effect on the cognitive load generated by the learner during the learning process. Although the teacher image is independent of the knowledge content, it belongs to the extra cognitive load of the learner. However, the experimental results show that the additional cognitive burden caused by teachers' image is not significant.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434
【參考文獻(xiàn)】
相關(guān)期刊論文 前1條
1 張家華;張劍平;黃麗英;彭超云;林曉芬;;“三分屏”網(wǎng)絡(luò)課程界面的眼動(dòng)實(shí)驗(yàn)研究[J];遠(yuǎn)程教育雜志;2009年06期
，本文編號(hào)：2225418
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