说明文中插图效应的实验研究

发布时间：2019-05-28 19:59

【摘要】：插图作为信息的一种呈现方式,与说明文有机结合,有着促进信息的编码和深度加工的作用。但随着"读图时代"的到来,面对海量的插图,选择或者设计何种插图促进学习者记忆和理解,利于学习效果提升是亟待解决的问题。鉴于此,本研究在大量分析国内外关于插图效应研究的基础上,发现知识类型、学习者与插图的关系考量不够,插图中图注和指示性引导元素因素研究不够深入等问题。进而提出并设计了插图类型、先前经验与知识类型影响插图效应、插图图注类型与知识类型影响插图效应、插图中指示性引导元素影响插图效应三个实验研究。并以双重编码理论、认知负荷理论和多媒体学习认知理论为理论基础,选取眼动实验与认知行为实验相结合的研究方法,对说明文中插图效应进行了探究,旨在为教学应用与实践提供参考意见。通过实验得出以下结论:(1)插图类型对插图效应的影响显著,相比于无插图和有图片插图,有图注插图组学习者的记忆、迁移和整体学习效果最好,眼动指标总注视时间、注视次数最多,插图效应最好。(2)图注类型对插图效应的影响显著,功能过程图注组的学习效果最优并且总注视时间、总注视次数最长即信息加工程度和重视度最高,详细图注组居中,结构名称图注组次之。(3)知识类型与图注类型匹配对插图效应影响显著,事实性知识配以详细图注、概念性知识配以结构名称图注或者功能过程图注、程序性知识配以功能过程图注时,学习者的学习效果最优,学习者兴趣度和信息加工水平最高,插图效应最优。(4)指示性引导元素对插图效应的影响不显著,但插图中有箭头相对提高了学习者学习效果,加深了信息加工程度。学习者先前经验对插图效应的影响不显著。
[Abstract]:Illustration, as a kind of presentation of information, combines with illustrative text organically, and has the function of promoting the coding and deep processing of information. However, with the advent of the era of reading pictures, it is an urgent problem to choose or design what kind of illustration to promote learners' memory and understanding and to improve the learning effect in the face of massive illustration. In view of this, on the basis of analyzing a large number of studies on illustration effect at home and abroad, this study finds that knowledge types, the relationship between learners and illustration are not considered enough, and the study of graphic notes and indicative guiding elements in illustration is not deep enough. Furthermore, three experimental studies are proposed and designed: the influence of illustration type, the influence of previous experience and knowledge type on illustration effect, the influence of illustration type and knowledge type on illustration effect, and the influence of indicative guiding elements on illustration effect. On the basis of double coding theory, cognitive load theory and multimedia learning cognitive theory, this paper selects the research method of combining eye movement experiment with cognitive behavior experiment, and probes into the illustration effect in illustrative text. The purpose of this paper is to provide reference for teaching application and practice. The results are as follows: (1) the effect of illustration type on illustration effect is significant. Compared with no illustration and picture illustration, the effect of memory, transfer and overall learning is the best in the illustration group, and the total fixation time of eye movement index is the best. The number of fixation is the most, and the effect of illustration is the best. (2) the type of illustration has a significant effect on the effect of illustration, the learning effect of functional process drawing group is the best and the total fixation time is the longest, that is, the degree of information processing and attention is the highest. The detailed drawing note group is in the middle, followed by the structure name drawing annotation group. (3) the matching of knowledge type and drawing note type has a significant influence on the illustration effect, factual knowledge with detailed drawing note, conceptual knowledge with structure name note or functional process diagram note, When procedural knowledge is combined with functional process notes, learners' learning effect is the best, learners' interest and information processing level are the highest, and illustration effect is the best. (4) indicative guiding elements have no significant effect on illustration effect. However, the arrow in the illustration relatively improves the learners' learning effect and deepens the degree of information processing. The influence of learners' previous experience on illustration effect is not significant.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

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