【摘要】：插圖作為信息的一種呈現(xiàn)方式,與說明文有機(jī)結(jié)合,有著促進(jìn)信息的編碼和深度加工的作用。但隨著"讀圖時(shí)代"的到來,面對海量的插圖,選擇或者設(shè)計(jì)何種插圖促進(jìn)學(xué)習(xí)者記憶和理解,利于學(xué)習(xí)效果提升是亟待解決的問題。鑒于此,本研究在大量分析國內(nèi)外關(guān)于插圖效應(yīng)研究的基礎(chǔ)上,發(fā)現(xiàn)知識類型、學(xué)習(xí)者與插圖的關(guān)系考量不夠,插圖中圖注和指示性引導(dǎo)元素因素研究不夠深入等問題。進(jìn)而提出并設(shè)計(jì)了插圖類型、先前經(jīng)驗(yàn)與知識類型影響插圖效應(yīng)、插圖圖注類型與知識類型影響插圖效應(yīng)、插圖中指示性引導(dǎo)元素影響插圖效應(yīng)三個(gè)實(shí)驗(yàn)研究。并以雙重編碼理論、認(rèn)知負(fù)荷理論和多媒體學(xué)習(xí)認(rèn)知理論為理論基礎(chǔ),選取眼動(dòng)實(shí)驗(yàn)與認(rèn)知行為實(shí)驗(yàn)相結(jié)合的研究方法,對說明文中插圖效應(yīng)進(jìn)行了探究,旨在為教學(xué)應(yīng)用與實(shí)踐提供參考意見。通過實(shí)驗(yàn)得出以下結(jié)論:(1)插圖類型對插圖效應(yīng)的影響顯著,相比于無插圖和有圖片插圖,有圖注插圖組學(xué)習(xí)者的記憶、遷移和整體學(xué)習(xí)效果最好,眼動(dòng)指標(biāo)總注視時(shí)間、注視次數(shù)最多,插圖效應(yīng)最好。(2)圖注類型對插圖效應(yīng)的影響顯著,功能過程圖注組的學(xué)習(xí)效果最優(yōu)并且總注視時(shí)間、總注視次數(shù)最長即信息加工程度和重視度最高,詳細(xì)圖注組居中,結(jié)構(gòu)名稱圖注組次之。(3)知識類型與圖注類型匹配對插圖效應(yīng)影響顯著,事實(shí)性知識配以詳細(xì)圖注、概念性知識配以結(jié)構(gòu)名稱圖注或者功能過程圖注、程序性知識配以功能過程圖注時(shí),學(xué)習(xí)者的學(xué)習(xí)效果最優(yōu),學(xué)習(xí)者興趣度和信息加工水平最高,插圖效應(yīng)最優(yōu)。(4)指示性引導(dǎo)元素對插圖效應(yīng)的影響不顯著,但插圖中有箭頭相對提高了學(xué)習(xí)者學(xué)習(xí)效果,加深了信息加工程度。學(xué)習(xí)者先前經(jīng)驗(yàn)對插圖效應(yīng)的影響不顯著。
[Abstract]:Illustration, as a kind of presentation of information, combines with illustrative text organically, and has the function of promoting the coding and deep processing of information. However, with the advent of the era of reading pictures, it is an urgent problem to choose or design what kind of illustration to promote learners' memory and understanding and to improve the learning effect in the face of massive illustration. In view of this, on the basis of analyzing a large number of studies on illustration effect at home and abroad, this study finds that knowledge types, the relationship between learners and illustration are not considered enough, and the study of graphic notes and indicative guiding elements in illustration is not deep enough. Furthermore, three experimental studies are proposed and designed: the influence of illustration type, the influence of previous experience and knowledge type on illustration effect, the influence of illustration type and knowledge type on illustration effect, and the influence of indicative guiding elements on illustration effect. On the basis of double coding theory, cognitive load theory and multimedia learning cognitive theory, this paper selects the research method of combining eye movement experiment with cognitive behavior experiment, and probes into the illustration effect in illustrative text. The purpose of this paper is to provide reference for teaching application and practice. The results are as follows: (1) the effect of illustration type on illustration effect is significant. Compared with no illustration and picture illustration, the effect of memory, transfer and overall learning is the best in the illustration group, and the total fixation time of eye movement index is the best. The number of fixation is the most, and the effect of illustration is the best. (2) the type of illustration has a significant effect on the effect of illustration, the learning effect of functional process drawing group is the best and the total fixation time is the longest, that is, the degree of information processing and attention is the highest. The detailed drawing note group is in the middle, followed by the structure name drawing annotation group. (3) the matching of knowledge type and drawing note type has a significant influence on the illustration effect, factual knowledge with detailed drawing note, conceptual knowledge with structure name note or functional process diagram note, When procedural knowledge is combined with functional process notes, learners' learning effect is the best, learners' interest and information processing level are the highest, and illustration effect is the best. (4) indicative guiding elements have no significant effect on illustration effect. However, the arrow in the illustration relatively improves the learners' learning effect and deepens the degree of information processing. The influence of learners' previous experience on illustration effect is not significant.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G442

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