基于多媒体学习认知理论的英语学习型词典插图呈现方式研究  

A Study of Illustration Presentation Approach in English Learner's Dictionaries Based on the Cognitive Theory of Multimedia Learning

作　　者：陈笑芳[1] 

机构地区：[1]龙岩学院外国语学院,福建龙岩364012

出　　处：《景德镇学院学报》2017年第5期103-108,共6页Journal of JingDeZhen University

基　　金：福建省2015年中青年教师教育科研项目(社科)A类"从认知角度探索插图在英语学习型词典中的应用"(JAS150588)

摘　　要：本文基于多媒体学习认知理论,以《牛津高阶英汉双解词典》、《麦克米伦高阶英汉双解词典》和《朗文当代英语词典》中的插图为例,从双重编码,认知负荷以及生成性学习等维度,分析英语学习型词典插图设计的优劣得失,提出英语学习型词典插图设计应遵循的七个原则,指出插图设计应该以学习者为中心,促进学习者有意义学习的发生,探索符合学习者认知特点和规律的插图呈现方式。Based on the cognitive theory of multimedia learning, the article puts forward seven principles of illustration presentation in learner＇s dictionary by analyzing the strong points and weak points of illustrations in the mainstream English learner＇s dictionaries such as Oxford Advanced Learner＇s English-Chinese Dictionary, MACMILLAN English-Chinese Dictionary and LONGMAN Dictionary of Contemporary English from the perspectives of dual-coding, cognitive load and generative learning.This article points out that illustration design should place learners in the center and facilitate their meaningful learning so as to find out appropriate ways of illustration design in accordance with learner＇s cognitive traits and laws.

关 键 词：多媒体认知理论 英语学习型词典 插图呈现方式 

分 类 号：H313.1[语言文字—英语]