多媒体辅助阅读理解困难学生阅读效果研究

The Effect of Multimedia Presentation Modes on Comprehension of Students with Reading Comprehension Difficulty

阅读理解困难学生的认知特点不同于普通学生,多媒体教学资源只有经过学生的认知加工才能发挥作用。本研究采用实验研究的方法对适合于阅读理解困难学生的多媒体呈现方式进行了探讨。结果显示,阅读理解困难学生的多媒体学习特点不同于普通学生,图像在其阅读理解形成过程中的促进作用稳定,文字结合综合图像呈现方式更适合他们。发声语词的作用不稳定,在多数阅读理解阶段中自控型发声语词方式与纯文字方式差异不显著,同步型发声语词不适合阅读理解困难学生。

The students with reading comprehension disability have different cognitive characteristics from those normal students, and for them, multimedia resources can work only when they are processed by the disabled students. We design three experiments to compare the effect of different multimedia presentation modes on comprehension of students with reading comprehension difficulty. The results show that pictures have steady promotion effect on those students＇ reading comprehension; the presentation mode of text combined with static pictures and animation is more suitable for those students; audio word presentation doesn＇t work steadily, and there is no significant difference between texts plus non- synchronic audio word and textual presentation mode; texts plus synchronic audio word presentation are not suitable for students with reading comprehension difficulty.