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。
Two-tier diagnostic test regarding the Secondary School Physics topic of Optics Phenomenon was conducted on Grade 8 students. Results showed that learners＇ visual limitations, especially the limitations on contrast sensitivity, time resolution and spatial resolution could lead them to obtain inaccurate or incomplete information. In order to change learners＇ misconception from the source, this paper proposed a Micro-Video Resources Design Model Based on ＂Compensation for Visual Limitations＂. Using this model, this study developed a series of micro-video resources regarding Optics Phenomenon. Quasi experimental study was conducted to test the model and the resources. The results confirmed significant improvements in the conceptual change of the experimental group compared to the control group.
作者
伊亮亮
董玉琦
钱薇旭
Yi Liangliang Dong Yuqi Qian WeixuI(Faculty of Education, Northeast Normal University, Changchun Jilin 130024 Department of Education Technology Shanghai Normal University, Shanghai 200234)
出处
《中国电化教育》
CSSCI
北大核心
2017年第3期121-126,共6页
China Educational Technology
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
关键词
CTCL
具身认知
中学物理
视觉局限
微视频
光现象
CTCL
Embodied Cognition
Secondary School Physics
Visual Limitation
Micro-Video
Optics Phenomenon
