儿童英语教育类App传播模式与效果研究

发布时间：2017-12-27 01:21

本文关键词：儿童英语教育类App传播模式与效果研究　出处：《西南交通大学》2017年硕士论文　论文类型：学位论文

【摘要】：App(application)是指应用程序,app作为数字媒介借助移动互联网技术已经涉足教育领域。苹果公司称App Store应用商城里有超过17万专门为教育设计的app应用程序,其中包括针对儿童教育类的app。这些面向儿童教育的app成为许多应用开发者的关注热点,一些与儿童教育相关的app逐渐得到教师和家长的认可和使用,甚至通过app布置英语作业。本文以AppStore儿童类应用程序以及教育类应用程序中的涉及儿童英语教育的app为例,研究儿童英语教育类App的传播过程和模式,以及从儿童使用app学习的知识建构过程以及学习的行为表现来探析这类App的作用与效果。本文通过对儿童英语教育类App的内容分析,概述了国内现阶段app产品的基本内容与形式特征。借鉴建构主义学习理论分析儿童英语教育类App的"情境"要素、"协作"要素、"会话"要素对意义建构的作用,借鉴理查德·E.梅耶的多媒体学习认知理论说明儿童运用app的认知学习过程。通过问卷调查,本文简单描述分析了儿童使用app媒介的需求,结合儿童在学习英语学习过程中的具体行为表现,探析app的传播效果。本文对app媒介传播过程和模式的研究可以加深对儿童使用app学习英语的认识,对效果的探析有助于进一步评价app对儿童的英语教育作用,从而帮助研发者开发更利于儿童英语学习的app。本文将儿童英语教育类App分成了主题独立型和综合型,突出了 app学习路径的引导作用。针对儿童学习的四大环境,本文构建了 app的教育传播模式。研究发现部分app具备建构主义学习的情境、协作、会话条件,但仍有部分app缺乏对学习过程的重视。部分学习行为或效果在不同年龄段和性别存在差异,比如女性儿童与家长发生会话学习的积极性比男性儿童高。一款好的儿童英语教育类App应该是适合儿童年龄段使用,以清晰的教育目标和优质教育信息为基础,重视儿童启发式学习的过程,重视家长的信息把关作用以及家长的学习协作角色,增加家长与儿童共同参与的学习机会。
[Abstract]:App (application) refers to applications, and app, as a digital medium, has been involved in the field of education with the help of mobile Internet technology. The Apple Corp says there are more than 170 thousand app applications designed for education in the App Store application mall, including app for children's education. These children oriented education app has become the focus of attention of many application developers. Some app related to children's education is gradually recognized and used by teachers and parents, and even English homework is arranged through app. In this paper, AppStore children's applications and educational applications involved in children's English education app as an example, the communication process and the model of children's English education class App, and the process of knowledge construction learning from children using app and learning performance of the App effect. Through the analysis of the content of App for children's English education, this paper outlines the basic content and form characteristics of APP products at the present stage in China. Based on constructivist learning theory, this paper analyzes the role of situational elements, collaboration elements and conversation elements in children's English education App in meaning construction, and uses Richard Meyer E.'s multimedia learning cognition theory to illustrate the cognitive learning process of APP in children. Through a questionnaire survey, this paper briefly describes and analyzes the needs of children to use app media, and analyzes the transmission effect of app based on children's specific behavior in learning English learning process. In this paper, the research on the process and mode of APP media propagation can deepen the understanding of children's app learning English. The analysis of the effect will help further evaluate the role of APP in children's English education, so as to help developers develop app that is more conducive to children's English learning. In this paper, children's English education class App is divided into subject independent and comprehensive type, which highlights the guiding role of APP learning path. In view of the four environment of children's learning, this paper constructs the educational communication mode of app. The study found that some app had situational, cooperative and conversational conditions of constructivist learning, but there were still some app lack of attention to the learning process. Part of the learning behavior or effect is different in different ages and sexes, for example, female children and parents have higher enthusiasm for conversation learning than male children. A good children's English education class App should be suitable for children to use age, education goals clear and quality education information as the foundation, pay more attention to the process of children's heuristic learning, attention to parents and parents to learn information gatekeeper role collaboration, parents with children to participate in learning opportunities.
【学位授予单位】：西南交通大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G206

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