不同知识类型微视频中教师图像对高中生学习的影响  

The Effect of the Instructor's Figure in the Different Knowledge Types of Micro Videos on the Senior High School Students' Learning

作　　者：喻静敏[1] 蔡建东[1] YU Jing-min;CAI Jian-dong(Modern Educational Institution,Henan University,Kaifeng,Henan,China 47500)

机构地区：[1]河南大学现代教育研究所,河南开封475004

出　　处：《现代教育技术》2018年第7期51-57,共7页Modern Educational Technology

基　　金：2015年河南省国际科技合作计划项目"网络成瘾的神经生物学基础与矫治研究"(项目编号:152102410026)的阶段性研究成果

摘　　要：文章结合问卷调查法和眼动实验,探讨了不同知识类型微视频中教师图像对高中生学习的影响,结果发现:微视频中教师图像对高中生的社会存在感和认知负荷均没有显著影响;微视频中教师图像会减少高中生对PPT内容的视觉注意;陈述性知识类型微视频中教师图像会提升高中生的学习效果,而程序性知识类型微视频中教师图像对高中生的学习效果没有什么影响。基于此,文章就微视频中教师图像的设计提出了建议,以期为微视频的设计提供科学的参考依据。This paper used questionnaires and eye movement experiments to explore the influence of the instructor＇s figure in the different knowledge types of micro videos on senior high school students＇ learning. The results showed that the instructor＇s figure in micro videos had no remarkable efect on senior high school students＇ social presence and cognitive load, while the instructor＇s figure in micro videos could reduce senior high school students＇ visual attention to the PPT content. Meanwhile, it was found that the instructor＇s figure in declarative knowledege type of micro video could improve senior high school students＇ learning effectiveness, while the instructor＇s figure in procedural knowledege type of micro video made no difference to senior high school students＇ learning effectiveness. Based on the above results, this paper proposed some suggestions for the design of the instructor＇s figure in micro videos, expecting to provide scientific reference for the design of micro videos.

关 键 词：微视频 知识类型 教师图像 学习过程 学习效果 高中生 

分 类 号：G40-057[文化科学—教育学原理]