基于“视觉局限补偿”机理的微视频设计模型——以初中物理“光现象”单元的学习为例

发布时间：2018-06-25 15:43

本文选题：CTCL + 具身认知　；参考：《中国电化教育》2017年03期

【摘要】：该文运用二阶诊断测试法对8年级学生在"光现象"单元学习之前的认知起点进行了测查。在借助具身认知理论对学习内容与学习者的认知状况进行综合分析后发现:由于学习者的视觉感知在明暗分辨能力、空间分辨能力和时间分辨能力等方面存在局限,学习者可能通过视觉获得不准确或不全面的信息,并以这些信息为依据形成对"光现象"内容的偏差认知。为了从源头上修正学习者的偏差认知,该文提出了以借助技术对视觉局限进行补偿为核心,以改善学习、促进学习者偏差认知的转变为目的,以综合运用生理补偿和心理补偿为手段的微视频学习资源设计模型,开发了"光现象"系列微视频学习资源,并通过等组准实验研究对模型及微视频学习资源的效果进行了检验。教学实验结果显示,运用微视频学习资源进行教学的实验组在促进学习者偏差认知转变方面显著优于对照组。
[Abstract]:In this paper, the second order diagnostic test is used to examine the cognitive starting point of the eighth grade students before the light phenomenon unit study. Through the comprehensive analysis of learning content and learners' cognitive status with the help of the theory of body cognition, it is found that the learners' visual perception is limited in the aspects of light and dark resolution, spatial resolution and time resolution. Learners may obtain inaccurate or incomplete information through vision, and based on this information, they may form a biased cognition of the content of "light phenomenon". In order to correct learners' bias cognition from the source, this paper proposes that compensation for visual limitation with the aid of technology is the core, in order to improve learning and promote the change of learners' bias cognition. Based on the design model of microvideo learning resources based on physiological compensation and psychological compensation, a series of "light phenomenon" microvideo learning resources are developed. The effects of model and micro-video learning resources are tested by quasi-experiment. The experimental results showed that the experimental group with microvideo learning resources was superior to the control group in promoting the cognitive change of learners' bias.
【作者单位】：东北师范大学教育学部;上海师范大学教育技术系;
【基金】：全国教育科学“十三五”规划国家一般课题“学习文化变革视阈下技术促进学业水平提升的实证研究”(课题编号:BCA160051)的研究成果
【分类号】：G633.7;G434

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