高校多媒体教学环境下的教—学—学习绩效关系的建模与分析  

Modeling and Analysis on the Relationship between Teaching-Learning-Learning Performance under Multimedia Instruction Environment for Undergraduates

作　　者：郑锡宁[1] 张迎春[1,2] 周振宇[1] 张彤[1] 

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2期163-172,共10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：本文是在先前建立的多媒体教学环境下教师授课、学生学习和学习绩效的3个因素结构模型基础上,采用路径建模技术,建立了多媒体教学环境下教—学—学习绩效关系模型。基于对该路径模型的分析,获得如下结论:(1)多媒体教学中影响因素的主导作用是沿着学习者认知加工过程中的信息流而展开的;(2)对于学生在课堂中的信息加工,影响最大的因素是教师授课时对学生的能力培养,影响为其次的因素是教师的授课技术;(3)课件的良好界面信息设计对学生的知识掌握起重要作用;(4)诸如授课速度过快、信息量过大等多媒体教学中的易现问题会增加学生的外在认知负荷而降低学习效果;(5)在多媒体教学中,教师与学生都要注意学生学习风格来更好地进行教学或学习。Based on our previous three factor-structural models of teachers＇ teaching, students＇ learning and learning performance under the multimedia instruction environment, the research further established the model of relationship among teaching, learning and learning performance in the method of path modeling. On the basis of the analysis of this path model, the following major conclusions were obtained： （1）Dominant actions of one factor on the another in the multimedia instruction occurred along with learners＇ information flow in their cognitive process; （2） For students＇ information processing in the class, the prime influential factor was students＇ ability cultivation by teachers＇ instruction,and the second was teachers＇ teaching skills; （3） Good interface and information design of multimedia course- ware played a significant role in students＇ mastery of knowledge; （4）C, eneml problems such as teaching too fast and delivering too much information would increase the extraneous cognitive load on students and thereby deteriorated their learning; （5） In multimedia instruction, both teachers and students should pay attention to students＇ learning styles so as to carry out better teaching or learning.

关 键 词：多媒体教学主动加工认知负荷 学习风格路径模型 

分 类 号：B849[哲学宗教—应用心理学]