关于高校多媒体教学影响因素的建模与分析  

Modeling and Analysis on the Factors of Multimedia Instruction for Undergraduates

作　　者：郑锡宁[1] 赵勇宝[1] 陈钊[1] 张彤[1] 张迎春[1,2] 

机构地区：[1]浙江大学心理系,杭州310028 [2]浙江工业大学,杭州310024

出　　处：《应用心理学》2012年第1期82-96,共15页Chinese Journal of Applied Psychology

基　　金：浙江省教育厅科研项目(20040165);浙江大学本科实验教学研究项目(E09019)的资助

摘　　要：基于相关认知理论和前人研究结果建立了多媒体教学环境下教师授课、学生学习和学习绩效因素结构模型。采用问卷和量表法获取在杭6所高校的多媒体教学实践数据,验证性因素分析的结果证实了3个假设模型的适宜性和合理性。文章以所建的3个模型为框架,用多媒体学习认知理论和认知负荷理论分析了当前高校多媒体教学状况,并为高校多媒体教学发展提出了相应的心理学建议。The factor-structural models of teacher instruction, stu- dent learning and learning performance under the multimedia instructional environment were established on the basis of related cognitive theory and predecessors＇ re- search results. Data of multimedia instruction practice were obtained from six colleges and universities in Hangzhou by the psychological questionnaire and scale method. Then the confirmatory factor analysis was used to confirm the suitability and rationality of the three hy-pothetical models. At last, by using three established models as a framework, the study analyzed the current condition of multimedia instruction in universities based on the cognitive theory of multimedia learning and the cognitive load theory, and proposed corresponding psy- chological suggestions as well.

关 键 词：多媒体教学 多媒体学习认知理论 认知负荷理论 验证性因素分析 

分 类 号：B849[哲学宗教—应用心理学]