本文選題：圖文順序 + 圖文類型　； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：本研究設(shè)計了三項研究共四個實驗,探討不同的圖文呈現(xiàn)方式和類型對學(xué)生學(xué)習(xí)效果的影響。第一個研究探討圖文順序和圖片復(fù)雜程度對學(xué)習(xí)效果的影響;第二個研究探討不同的圖片呈現(xiàn)方式對學(xué)習(xí)效果的影響;第三個研究探討圖文順序及具體程度對學(xué)習(xí)效果的影響。研究一探討圖文順序和圖片復(fù)雜程度對學(xué)習(xí)效果的影響,從徐州市某初中抽取265名初三學(xué)生作為被試。實驗采用2 (圖文順序:圖-文、文-圖)X2 (圖片的復(fù)雜程度:簡單、復(fù)雜)的兩因素被試間設(shè)計。結(jié)果發(fā)現(xiàn),圖文順序和圖片的復(fù)雜程度在總成績、理解成績和遷移成績上的主效應(yīng)都不顯著;圖文順序和圖片復(fù)雜程度在3個成績上的交互作用均顯著,簡單圖片在圖-文順序上學(xué)習(xí)成績更好,復(fù)雜圖片在文-圖順序上學(xué)習(xí)效果更好。實驗表明,先呈現(xiàn)相對簡單的圖片或文本更有利于學(xué)習(xí)者的學(xué)習(xí)。研究二在研究一的基礎(chǔ)上探討圖片的呈現(xiàn)方式對學(xué)習(xí)效果的影響,包括實驗一和實驗二。實驗一采用的是單因素2水平的被試間設(shè)計,探討在圖-文順序呈現(xiàn)下,圖片呈現(xiàn)方式對簡單圖片學(xué)習(xí)效果的影響,從徐州市某初中抽取67名初三學(xué)生作為被試。自變量為圖片呈現(xiàn)方式,分為動畫呈現(xiàn)和靜態(tài)圖片呈現(xiàn)兩個水平。結(jié)果表明,動畫呈現(xiàn)和靜態(tài)圖片呈現(xiàn)在總成績、理解成績和遷移成績上差異均不顯著。實驗結(jié)果說明了動畫不能提高學(xué)習(xí)者對簡單圖片的學(xué)習(xí)效果。實驗二同樣采用單因素2水平的被試間設(shè)計,探討在文-圖順序呈現(xiàn)下,圖片呈現(xiàn)方式對復(fù)雜圖片學(xué)習(xí)效果的影響,從徐州市某初中抽取67名初三學(xué)生作為被試。自變量和自變量水平與實驗一相同。結(jié)果表明,學(xué)習(xí)者對動畫的學(xué)習(xí)效果明顯好于對靜態(tài)圖片的學(xué)習(xí)效果。動畫呈現(xiàn)和靜態(tài)圖片呈現(xiàn)在遷移成績上差異顯著,在理解成績上差異不顯著。實驗結(jié)果說明了動畫呈現(xiàn)能夠促進(jìn)學(xué)習(xí)者對復(fù)雜圖片的學(xué)習(xí),尤其有利于促進(jìn)學(xué)習(xí)者對知識的遷移。研究三探討圖文順序及具體程度對學(xué)習(xí)效果的影響,從徐州市某初中抽取265名初三學(xué)生作為被試。采用2 (圖文順序:圖-文、文-圖)×2 (圖片的具體程度:具體、抽象)X2 (文本的具體程度:具體、抽象)三因素被試間設(shè)計。結(jié)果發(fā)現(xiàn),圖文順序、圖片的具體程度和文本的具體程度在測驗成績上的主效應(yīng)都不顯著。圖文順序、文本具體程度、圖片具體程度兩兩之間交互作用顯著;圖文順序、圖片具體程度和文本具體程度三者交互作用顯著。實驗表明,先呈現(xiàn)相對具體的圖片或文本比先呈現(xiàn)相對抽象的圖片或文本更有利于促進(jìn)學(xué)習(xí)者對知識的理解和遷移。
[Abstract]:In this study, four experiments were designed to explore the effects of different presentation patterns and types on students' learning. The first study explored the influence of picture order and picture complexity on learning effect; the second study explored the influence of different picture presentation on learning effect; the third study explored the influence of picture order and specific degree on learning effect. In the first study, 265 junior high school students were selected from a middle school in Xuzhou to study the effects of picture and text order and picture complexity. The experiment was designed with two factors (graph-text order: graph-text, text-map) X2 (picture complexity: simple, complex). The results showed that the main effects of picture order and picture complexity on total score, comprehension score and transfer score were not significant, and the interaction between picture order and picture complexity was significant in the three grades. Simple pictures are better in graph-text order, and complex pictures are better in text-graph order. The experiment shows that it is better for learners to present relatively simple pictures or texts first. On the basis of study 1, study 2 discusses the effect of picture presentation on learning effect, including experiment 1 and experiment 2. In experiment 1, a single factor 2 level design was used to explore the effect of picture presentation on the learning effect of simple pictures. 67 junior high school students were selected from a junior high school in Xuzhou as subjects. The independent variable is the picture rendering mode, which is divided into animation rendering and static picture rendering. The results showed that there were no significant differences between animation presentation and static picture presentation in total score, comprehension score and transfer score. The experimental results show that animation can not improve the learning effect of simple pictures. Experiment two also adopted the single factor 2 level design between the subjects to explore the effect of picture presentation on the learning effect of complex pictures under the presentation of text-graph sequence. 67 junior high school students were selected from a middle school in Xuzhou as subjects. The level of independent variables and independent variables is the same as that of experiment I. The results show that the learning effect of animation is better than that of static picture. There are significant differences between animation presentation and static picture presentation in transfer performance, but no significant difference in understanding achievement. The experimental results show that animation presentation can promote learners' learning of complex images, especially the transfer of knowledge. In the third study, 265 junior high school students were selected from a middle school in Xuzhou as subjects. Two (graphic order: graph-text, text-graph) 脳 2 (specific degree of picture: concrete, abstract X2 (specific degree of text: concrete, abstract) three factors were designed among the subjects. The results showed that the order of pictures and text, the specific degree of pictures and the specific degree of text had no significant effect on the test scores. The sequence of text, the specific degree of text, the concrete degree of picture, and the interaction between two pairs are significant, while the order of picture and text, the specific degree of picture and the specific degree of text have significant interaction. The experimental results show that it is more helpful to promote the learners' understanding and transfer of knowledge than to present a relatively concrete picture or text first than a relatively abstract picture or text.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G632.0

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本文編號：2036051