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随着多媒体网络教学的深入发展,提高多媒体网络环境中学生的学习质量就成了我们教育工作者目前面临的一个重要问题。而元认知作为心理学的一个概念,它的研究对于教育实践亦产生了重要的影响。本文从元认知的概念和结构出发,探讨了元认识三要素对多媒体网络环境下学习者学习的影响,并从两个方面提出关于网络环境下元认知能力的培养,期望能对多媒体网络环境下学习的提高有所启示。 相似文献
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李文君 《宁波大学学报(教育科学版)》2010,32(3):54-59
依据据教育部<英语课程标准>学习策略定义标准,主要研究成人英语学习者在网络多媒体课程环境下,"为了更有效的学习和使用外语而采取的各种行动和步骤".通过对一组成人学习者6个月多媒体课程的学习数据搜集、分类、整理,分析提高成人学习者英语听说能力的绩效与正确的学习策略之间的相互关系,尝试从实证角度探索多媒体学习环境下影响成人学习者英语学习效果的诸多元素. 相似文献
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基于知识反转效应的多媒体学习环境设计 总被引：1，自引：0，他引：1
设计适应学习者知识和能力水平的学习环境一直是教学设计领域非常关注的重要内容.本文在认知负荷.理论的框架下分析学习者知识水平与教学设计策略交互作用形成的一种重要现象——知识反转效应,并说明其在..多媒体学习环境中的具体体现(在知识呈现形式、超文本、学习者控制、教学引导中的知识反转效应),据此分析适应性多媒体学习环境设计的相关问题,并提出相应的解决策略. 相似文献
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近年来多媒体网络技术的飞速发展对大学英语教学产生了巨大的影响,从而使得对多媒体网络环境下词汇教学的研究备受重视.本文针对<大学英语课程教学要求>,结合多媒体网络环境的特点,以建构主叉学习理论为基础,阐述多媒体网络环境下词汇教学的优势及其在词汇教学中的应用,旨在帮助英语学习者选择适合自己的学习策略,提高词汇学习效率. 相似文献
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网络化学习已经成为一种新的学习方式,网络学习环境下学习者认知负荷是影响学习成效的重要原因之一,网络学习环境下学习者认知负荷的研究已经取得一些进展,主要集中于网络学习环境下影响学习者认知负荷的因素研究、网络学习环境下减轻学习者认知负荷的策略研究、网络学习环境下学习者认知负荷的测量研究和基于认知负荷理论的网络学习资源的设计研究等四个方面。通过对已有研究成果的梳理,以期对网络化教与学带来些许启示。 相似文献
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网络和多媒体技术为学习者构筑了一种新的学习环境,在这种环境下,学习方式、认知方式等诸多方面与传统教室学习相比都发生了很大的改变,因此,对网络课件的评价必须重视网络和多媒体环境下学习者学习的认知过程。将多媒体学习认知理论应用于网络课件的评价,建立网络课件认知评价指标,并将它与传统的课件评价体系结合,最终形成一套完整的网络课件评价体系。 相似文献
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多媒体网络环境创设了学习者控制的学习环境,对学习者的自我调控学习能力提出了更高的要求和挑战,要求学习者较强的学习动机,以获得良好的学业成就。本文研究了网络班学生的学习动机和语文学业成就的关系,认为在多媒体网络课堂环境下,小学生的学习动机和学业成就具有显著的积极影响,其中内部动机和学业成就具有较高的一致性,外部动机中的成就型动机对学业成就也有积极的作用,但表面型动机呈不显著的负相关。基于这一结论,本文最后对多媒体课堂网络环境下的教学提出了若干建议。 相似文献
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一、多媒体语言实验室在外语教学中的作用 自从多媒体语言实验室问世以来,它已经在外语教学中占据了重要的位置。分析其原因主要有:它可以为语言学习者提供一个良好的视觉听觉和交互式的语言环境。在多媒体语言实验室上课,一方面学习者可以得到清晰的高质量语言输入信息;另一方面在教师的指导及组织下,可在较真实的语境下展开语言交流活动。在良好的多媒体语言环境下,学习者的学习兴趣可以得到激发,学习效率以及教学效果会得到较明显的提高。 相似文献
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多媒体网络环境下的英语教学是大学英语教学改革的趋势。多媒体网络环境下的英语教学给英语教师和英语学习者都提出了新的要求。英语教师对多媒体及网络的利用要适度、恰当。英语学习者要充分利用网络英语学习资源。多媒体网络环境下的英语教学有利于学习者和教师之间建立良好的协作关系。 相似文献
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Desktop multimedia conferencing, when two or more persons can communicate among themselves via personal computers with the opportunity to see and hear one another as well as communicate via text messages while working with commonly available stored resources, appears to have important applications to the support of collaborative learning. In this paper we explore this potential in three ways: (a) through an analysis of particular learner needs when learning and working collaboratively with others outside of face-to-face situations; (b) through an analysis of different forms of conferencing environments, including desktop multimedia environments, relative to their effectiveness in terms of meeting learner needs for distributed collaboration; and (c) through reporting the results of a formative evaluation of a prototype desktop multimedia conferencing system developed especially for the support of collaborative learning. Via these analyses, suggestions are offered relating to the functionalities of desktop multimedia conferencing systems for the support of collaborative learning, reflecting new developments in both the technologies available for such systems and in our awareness of learner needs when working collaboratively with one other outside of face-to-face situations. 相似文献
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李淑苹 《齐齐哈尔师范高等专科学校学报》2010,(4):149-152
自主学习在外语学习中占据重要的作用,是学习者对自己学习负责的一种能力,同时又受到各种主观和客观因素的制约。本文对影响自主学习运行的各种因素进行分析,并为自主学习能力的培养提出应对措施。 相似文献
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Animation as an Aid to Multimedia Learning 总被引：12，自引：0，他引：12
How can animation be used to promote learner understanding of scientific and mathematical explanations? In this review, we examine the role of animation in multimedia learning (including multimedia instructional messages and microworld games), present a cognitive theory of multimedia learning, and summarize our program of research, which has yielded seven principles for the use of animation in multimedia instruction. These include the multimedia principle (present animation and narration rather than narration alone), spatial contiguity principle (present on-screen text near rather than far from corresponding animation), temporal contiguity principle (present corresponding animation and narration simultaneously rather than successively), coherence principle (exclude extraneous words, sounds, and video), modality principle (present animation and narration rather than animation and on-screen text), redundancy principle (present animation and narration rather than animation, narration, and on-screen text), and personalization principle (present words in conversational rather than formal style). Animation can promote learner understanding when used in ways that are consistent with the cognitive theory of multimedia learning. 相似文献
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Continuing engineering education (CEE) is important to ensure engineers maintain proficiency over the life of their careers. However, relatively few studies have examined designing effective training for working engineers. Research has indicated that both learner instructional preferences and prior knowledge can impact the learning process, but it has not established if these factors are interrelated. The study reported here considered relationships of prior knowledge and three aspects of learning preferences of working engineers at a manufacturing company: learning strategy choices, verbal-visual cognitive styles, and multimedia preferences. Prior knowledge was not found to be significantly related to engineers’ learning preferences, indicating independence of effects of these variables on learning. The study also examined relationships of this finding to the Multimedia Cone of Abstraction and implications for its use as an instructional design tool for CEE. 相似文献
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For many years now," autonomy" in learning has been a topic of widespread discussion in educational field.Accordingly,it is Henry Holec who introduced learner autonomy to the field of second language in his project report to the Council of Europe in 1981.Motivation is also a widely used psychological term in our daily life and research.Both learner autonomy and motivation are important factors in influencing learning effects.Many researchers conduct studies on learner autonomy and motivation.There are also some studies on the correlation between learner autonomy and motivation in SLL(Second Language Learning).However,few of them focus on the effect of learner autonomy on motivation.Thus,it makes an attempt to investigate whether learner autonomy has an enhancement effect on motivation.It combines motivation and learner autonomy together to find some effective and efficient ways of promoting foreign or second language learning.In another way,it enriches learner autonomy research.It holds that learner autonomy is a very important factor in influencing motivation.It will make a combination between learner autonomy and motivation in SLL to find some new ways of promoting learners’ motivation and learning efficiency.A survey methodology has been employed which consists of qualitative and quantitative methods.Specifically,both questionnaire and interview have been conducted in the research. 相似文献
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This special issue comprises a set of six papers, in which studies are presented that use eye tracking to analyse multimedia learning processes in detail. Most of the papers focus on the effects on visual attention of animations with different design features such as spoken vs. written text, different kinds of cues, or different presentation speeds. Two contributions concern effects of learner characteristics (prior knowledge) on visual attention when learning with video and complex graphics. In addition, in some papers eye tracking is not only used as a process measure in itself, but also as input for verbal reports (i.e., cued retrospective reporting). In the two commentaries, the contributions are discussed from a multimedia learning perspective and an eye tracking perspective, by prominent researchers in those fields. Together, the contributions to this issue give an overview of the various possibilities eye tracking opens up for research on multimedia learning and instruction. 相似文献
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现代远程学习是可以预见的未来教育发展趋势。概念图是一种有效的促进学生有意义学习的工具。如何将二者结合起来,利用概念图工具促进远程学生的有意义学习,对于现代远程教育具有重要意义。本文在参考国内外研究成果的基础上,分析了远程学习环境中各要素的关系,采用教育建模法建构了一个利用概念图工具促进远程学生有意义学习的过程模型。 相似文献
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Using schema theory as a framework, we view learning as an active, constructive process. It is affected not only by learners' internal knowledge structures, but by the external constraints of the learning environment as well (Kozma, 1991). This article examines how different internal learner characteristics (e.g., prior knowledge, self efficacy and interest) and different external constraints (e.g., learner control, instructional design and level of control) influence the learning process. Specifically, we address learning from a variety of multimedia environments such as video, hypertexts, kiosks and other hypermedia within a schema theoretic approach that incorporates a constructivist view. 相似文献
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The interactivity principle in multimedia learning states that giving learners control over pace and order of instructions decreases cognitive load and
increases transfer performance. We tested this guideline by comparing a learner-paced instruction with a system-paced instruction.
Time-on-task and interactive behavior were logged, and were also related to interest, prior knowledge, and cognitive involvement.
We successfully replicated the interactivity principle in terms of better transfer. However, this coincided with a large increase
in time-on-task. Also, large individual differences existed in the use of learner control options, which were mostly unrelated
to the other variables. Thus, the benefits of introducing learner control in multimedia learning are at the expense of learning
efficiency, and it remains unclear for whom the interactivity principle works best. 相似文献
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黄越 《衡阳师范学院学报》2007,28(2):161-163
大学英语多媒体教学环境对外语学习动机具有积极的影响。根据Dornyei的外语学习动机三层次学说,即目的语层次、学习者层次和学习环境层次,探讨了多媒体教学环境分别对以上动机因素的积极影响。 相似文献