再生资源学习效果的准实验研究

发布时间：2018-07-21 09:18

【摘要】：Web 2.0提供用户反馈功能,实现了信息资源再生,然而目前对再生资源学习效果研究的缺失制约了其教育应用。本研究通过准实验研究不同被试利用原始资源和再生资源学习效果的差异,以验证再生资源的利用价值。研究从湖南科技大学和江升中学取样,将被试随机分配到不同的学习材料组,先记录学习者的基本情况并让其浏览学习材料,然后利用判断正误的方法对学习者的学习效果进行测量。实验结果表明,学习者在利用网络信息资源的过程中不一定能认真看完学习材料,大学生比中学生更有可能不看完学习材料,再生资源组被试比原始资源组被试更有可能不看完学习材料;中学生和大学生在教育信息资源利用方面存在较大差异,中学生在学习原始资源时有较好学习效果,而大学生利用再生资源产生较好的学习效果。
[Abstract]:Web 2.0 provides the function of user feedback and realizes the regeneration of information resources. However, the lack of research on the learning effect of regenerated resources restricts its educational application. In order to verify the utilization value of regenerated resources, this study studied the differences of learning effects between the original and regenerated resources by quasi-experimental study. After sampling from Hunan University of Science and Technology and Jiangsheng Middle School, the subjects were randomly assigned to different groups of learning materials. Then the learner's learning effect is measured by the method of judging the right and wrong. The experimental results show that the learners may not be able to read the learning materials carefully in the process of using the network information resources, and college students are more likely than the middle school students not to read the learning materials. The students in the regenerative resource group were more likely not to see the learning materials than those in the original resource group, and there were great differences in the utilization of educational information resources between the middle school students and the college students, and the middle school students had better learning effects when learning the original resources. But the university student uses the regeneration resources to produce the good study effect.
【作者单位】：湖南科技大学教育学院;
【基金】：全国教育科学规划青年课题“Web2.0环境下教育信息资源建设模式变革研究”(ECA120340)
【分类号】：G434

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