摘要
微课视频在教学中的应用日益广泛,但在设计与制作时存在教学设计不足、知识点切分不到位、对学生认知特点和学习需求分析不足等问题。本研究对理论进行梳理后提出通过降低内在认知负荷、减少外在认知负荷和增加相关认知负荷的策略提高微课视频的质量和应用效果;在此基础上,以认知负荷理论为指导,对"思维导图及其制作"微课视频进行设计,并进一步开展了应用效果的对比实验。结果表明,基于认知负荷理论设计制作的微课视频可以有效提高学习者的学习效果。
The micro-video is more widely used ineducation. Buttheres till exist some problems, the instruction aldesign, the segmentation of knowled gepoints, the analysis of students＇ cognitive characteristics and learning needs alllack. Asa result, the learning effectis notideal. We can improve the quality and application effect of micro-video by reducing the internal cognitive load, lowering the external cognitive load and increasing there lated cognitive load. Taking mind map and its making＂ as the main content, we designed the micro-video according to the rules of cognitive load theory, and carried out a comparative experiment. The results showed that if the design and making of micro-video were based on cognitive load theory, the learner＇ slearning effect can be significantly improved, and the learner＇ s cognitive load can bereduced to acertain extent.
出处
《实验室研究与探索》
CAS
北大核心
2017年第10期218-222,共5页
Research and Exploration In Laboratory
基金
河南省教育厅人文社会科学研究项目"科学知识可视化促进青少年科学素养提升研究"(2017-ZZJH-158)
天津市哲学社会科学规划项目"面向深度学习的教育媒体优化设计研究"(TJJX16-009)
天津市哲学社会科学规划项目"学习者网络视频学习行为分析及其支持策略研究"(TJJXWT16-006)
江苏省教育厅社会科学基金项目"信息碎片化时代青少年注意力提升策略研究"(2016SJB190013)
关键词
微课视频设计
认知负荷
学习效果
microlecture video design
cognitive load
learning effect
