材料呈现方式对阅读困难儿童多媒体学习效果的影响  

The Effect of the Multimedia-Based Presentation Mode on Dyslexic Children's Learning Achievements

作　　者：李可亭[1] 

机构地区：[1]湖南师范大学,长沙410081

出　　处：《中国特殊教育》2013年第9期46-49,62,共5页Chinese Journal of Special Education

摘　　要：多媒体学习材料如何呈现,才能有效提高阅读困难儿童的学习效果?对82名小学五年级学生在不同教学条件下的阅读效果的实验研究发现:(1)图文临近呈现方式能有效提高学生学习效果,而且对阅读困难学生促进作用更大;(2)在小学五年级学生的自然科学知识的学习中,图片-语音呈现方式对学习成绩的促进效果不明显。这一结果表明,通过优化呈现方式减少外在认知负荷,并不能总是有效提高阅读困难儿童学习成绩。How to present multimedia materials to promote dyslexic children＇ s learning achievements？ An ex- perimental study of the reading achievements of 82 fifth graders from an elementary school under different teaching conditions shows the following： （1） The picture-near-text presentation mode can effectively improve the learning achievements of the students, especially of those with dyslexia; （2） the picture-sound presentation mode has no significant effect on the fifth graders＇ natural science learning. These results indicate that reducing the external cognitive load does not always help to effectively improve dyslexic children＇s learning achievements.

关 键 词：材料呈现方式 阅读困难儿童 工作记忆 学习效果 

分 类 号：B842[哲学宗教—基础心理学]