多媒体学习的通道研究——三通道的界定及其内涵新解  

Research on the Channel of Multimedia Learning ——The New Explanation of Three-Channel’s Definition and Connotation

作　　者：王晓丹[1] 刘世清[1] 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《现代教育技术》2012年第10期72-76,共5页Modern Educational Technology

基　　金：2011年度教育部人文社会科学研究规划基金项目"三通道多媒体学习过程信息获取的眼动脑电特征与认知传播模型"(编号:11YJA880058)的阶段性研究成果

摘　　要：当前对于多媒体学习的认识存在多种假说,其中"通道说"是多媒体学习领域一种非常重要的观点。文章通过对多媒体学习研究历史的分析,在众多相关理论研究的基础上,提出了"知觉、语义、动觉"多媒体学习三通道假说,并对其基本观点进行了详细分析,旨在为多媒体学习中三类学习行为的整合提供理论依据。There are a variety of hypotheses about the understanding of multimedia learning, ＂the channel said,＂ which is a very important view of the field of multimedia learning. Through analysis of the history of multimedia learning research and numerous theoreticalresearch basis , this paper proposes ＂perception, semantics, kinesthetic＂ three channels of multimedia learning hypotheses, and carries out a detailed analysis of its basic point, which aim to provide a theoretical basis for the integration of three types of learning behavior of multimedia learning.

关 键 词：多媒体学习 认知加工 三通道假说 

分 类 号：G40-057[文化科学—教育学原理]