微课视觉情绪设计对听障生阅读理解影响的研究  

The Effect of Visual Emotional Design in Micro-Lessons on Reading Comprehension of Hearing-Impaired Students

作　　者：邓赫男 殷宝媛[1,2] DENG Henan;YIN Baoyuan(School of Educational Science,Harbin Normal University,Harbin,150025;Center for Digital Learning and Education Public Service Engineering Research,Ministry of Education,Beijing,100875)

机构地区：[1]哈尔滨师范大学教育科学学院,哈尔滨150025 [2]数字学习与教育公共服务教育部工程研究中心,北京100875

出　　处：《中国特殊教育》2022年第3期32-39,87,共9页Chinese Journal of Special Education

基　　金：教育部人文社会科学研究青年基金项目“互联网+教育背景下学生学习习惯的测评模型研究”(项目编号:18YJC880109)研究成果之一。

摘　　要：为了探究微课视觉情绪设计对听障生阅读理解的影响,本研究通过混合研究中的解释性序列设计方法,结合定量实证研究与质性访谈两个阶段的研究,探究微课视觉情绪设计对听障生阅读理解的内在影响机制。结果表明,积极的视觉情绪设计有助于构建视空间模板、降低认知负荷、增强视觉注意从而促进听障生的视觉认知加工,并且通过激发听障生学习动机,从而对其视觉认知加工起到调节作用,有助于听障生阅读理解。研究结论对缓解听障生阅读困难、优化听障生教学视频资源等具有一定的参考价值。This study employed quantitative research and qualitative interview and interpretative sequence design method to explore the internal mechanism of visual emotional design in micro-lessons on reading comprehension of hearing-impaired students. The results showed that positive visual emotional design helped construct visual spatial template, affected cognitive load, enhanced visual attention, and promoted visual cognitive processing. By stimulating their learning motivation, positive visual emotional design moderated hearing-impaired students’ visual cognitive processing and improved their reading comprehension. The findings of this study have certain value for alleviating reading difficulty of hearing-impaired students and optimizing their video teaching resources.

关 键 词：听障生 视觉情绪设计 视觉认知加工 阅读理解 混合研究 

分 类 号：G762[文化科学—特殊教育学]