摘要
教学视频因其生动形象、易于理解的特质,在教学中得到了广泛的应用,但研究者较少对不同类型教学视频的教学效果进行比较研究。为此,文章基于认知负荷理论,以初中生为实验对象,以概念性知识为实验内容,从学习成绩、认知负荷和专注力三个角度探究了实物视频和动画视频对学习效果的不同影响,并分析了造成差异的原因。实验结果表明:在概念性知识学习中,动画视频在提高学习成绩、降低认知负荷方面优于实物视频,但这两种视频对学习者专注力的影响差异不显著。此结论可为探究不同类型教学视频的有效性、选择课堂教学视频提供参考,并对概念性知识的教学有一定的促进作用。
Teaching videos have been widely used in teaching due to their characteristics of vivid images and easy-to-understand.However,the teaching effects of different types of teaching videos were rarely compared by researchers.Therefore,based on the cognitive load theory,this paper took junior middle school students as experimental objects and conceptual knowledge as experimental content to explore the different impacts of physical videos and animation videos to learning effects from three angles of learning achievement,cognitive load and concentration,and further analyzed the reasons for the differences.The experimental results showed that:in the conceptual knowledge learning,animation videos were better in improving learning performance and reducing cognitive load compared with physical videos,but the difference between the two kinds of videos on learners’concentration was not significant.This conclusion could provide reference for exploring the effectiveness of different types of teaching videos,selecting classroom teaching videos,and promote the teaching of conceptual knowledge.
作者
王月
张海
王以宁
张晶
WANG Yue;ZHANG Hai;WANG Yi-ning;ZHANG Jing(School of Information Science and Technology,Northeast Normal University,Changchun,Jilin,China 130117;School of Media Science,Northeast Normal University,Changchun,Jilin,China 130117;No.30 Middle School of Changchun,Changchun,Jilin,China 130061)
出处
《现代教育技术》
CSSCI
北大核心
2020年第5期40-46,共7页
Modern Educational Technology
关键词
实物视频
动画视频
教学视频
认知负荷
学习效果
physical video
animation video
teaching video
cognitive load
learning effect
作者简介
王月,在读博士,研究方向为智慧教育、学习与认知,邮箱是sherry6668@163.com;通讯作者:张海。
