基于演化原型框架的汉字教学设计及其效果研究
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摘要
本论文重点研究基于演化原型框架的教学设计,将立足点置于国际汉语教育的大环境中,选取汉字教学为例,尝试将教学设计领域的理念及其实现步骤较为系统地应用在汉字教学设计中,并客观地对其实施效果进行评价和分析。论文的总体结构来源于演化原型框架的四个组成部分,分别为分析、构造、运行、评价。在原型表示的基础上,本研究结合国际汉语教育汉字教学的特点,提出汉字教学设计的演化原型研究框架。汉字教学设计的演化原型框架由四个主要模块组成：模块一为汉字教学设计分析,模块二为汉字教学预成设计；模块三为汉字教学生成设计及运行实验；模块四为汉字教学设计结果分析与改进。通过四大模块的研究,形成首个汉字教学设计原型,并为后续迭代提供汉字教学设计框架。
第一章首先对选题的背景、意义,论文的研究思路、重点以及难点等进行阐述,然后对学习理论、经典模型、原型法教学设计、汉字教学设计等方面进行综述。第一章的小结中,根据Hype曲线分析了国际汉语教育中汉字教学设计所处的阶段以及未来可能的发展趋势,指出对基于演化原型框架的汉字教学设计,要有客观的认识。
第二章进行汉字教学设计理论基础研究。本章的汉字教学设计理论研究分为两个部分,第一部分为学习理论连续谱研究,进行汉字教学设计的连续谱理论分析。学习理论是教学设计最重要的理论基础,本研究提出了汉字教学设计的学习理论连续谱,将学习理论与知识获得阶段、知识特征、以及语言学习阶段逐级对应。第二部分进行汉字教学设计的多媒体设计理论研究。如何使各个媒体要素发挥作用,是多媒体理论研究的重点。教学设计引起的内在认知负荷、外在认知负荷和相关认知负荷的总和,不能超过学习者工作记忆容量。本研究运用多媒体教学设计的相关理论,提出汉字教学设计的六大要点。
第三章从教学设计的角度出发,对汉字的形、音、义特征进行研究。第二章中的教学设计理论研究并不具体针对汉字教学,因此,本章期望通过教学设计视角下的汉字特征分析,将第二章的学习理论研究、多媒体设计理论研究与具体的汉字特征研究联系起来。通过这样的分析,能为演化原型的前端分析进行预热。这一章分析了汉字的字形特征、字音特征以及字义特征,尝试提出作为第二语言文字系统的汉字特征识别加工模型,为汉字教学设计提供来自认知心理的依据。在此基础上,进行了字形、字音、字义的教学设计分析。
以上的研究是基于演化原型框架的汉字教学设计的基础研究,完成基础研究后,进入演化原型框架进行汉字教学设计的具体研究。
第四章进行汉字教学设计前端分析。汉字教学设计首先根据目标这一要素,与学习理论的连续谱相契合,构成了汉字教学设计五级连续谱。在这个基础上,进行汉字教学设计的需求分析、教学内容分析以及学习者分析,并提出在国际汉语的汉字教学设计中,学习者可以从“合法的边缘性参与”开始,逐渐进入实践共同体的核心。
第五章对汉字教学设计的预成设计进行研究。对教学资源选择、相关材料开发,非教学材料设计,教学设计工具运用等方面进行了分析。在教学设计五级连续谱基础上,构建了各级汉字教学设计参考模型。参考模型研究属于预成设计研究的内容,同时为生成设计研究提供了必要的准备,是从预成设计向生成设计的过渡。第五章的研究构成演化原型的第二模块：汉字教学预成设计。其研究结果与第一模块的原型结合。
第六章进行汉字教学生成设计研究。生成设计主要根据上述研究所获得的原型基础,结合具体情况,进行各级的汉字生成设计,并进行了生成设计运行实验设计。根据国际汉语教育的实际情况,以及汉字教学设计的特点,本研究运行采用准实验设计,包括不相等对照组准实验和时间序列准实验。研究方法以评价研究为主,结合行动研究的方法。第六章属于演化原型的第三个模块：汉字教学生成设计及运行实验。
第七章进行运行实验的分析,通过不相等对照组准实验和时间序列准实验的结果分析,可以发现汉字教学设计的确可以实现较好的效果。但在生成设计的运行实验中,受到学习者、教师,软硬件等因素交叉作用,会对教学设计效果产生较大影响。本研究采用准实验设计的意义正是需要将这些因素考虑在内,因为教学设计的意义就在于在实际环境中发挥效用。通过实验分析,可以总结出,原型教学设计的有效性已经明确,但受到多种因素的影响,原型教学设计在不同的环境中,实施效果波动较大。进一步分析后,发现这种生成设计的有效性与其教学设计质量呈显著正相关。由于教学设计质量的不稳定,导致教学设计效果的波动。因此,要保证原型教学设计有效性的同时如何保证教学设计质量的稳定,就成了原型改进需要讨论的问题。
第八章针对第七章的研究结果,引入学习对象研究。学习对象的特性,可以满足演化原型教学设计的改进需要。可重用性是学习对象最重要的性质。而教学设计原型需要解决的问题,是关于教学设计质量的问题,通过可重用性的建设,可以解决教学设计质量的不稳定性。
第七章和第八章组成第四模块：汉字教学设计结果分析与改进,该模块的研究结果与其它三大模块的原型,共同组成首个汉字教学设计原型。
第九章将本研究的主要观点和创新之处进行了总结,提出了存在的问题和今后研究的方向。
In this research, we study the instructional design of Chinese character under the framework of evolution-type prototyp systematically in the field of International Chinese Language Education. We try to put the idea and the practice of these ideas of evolution-type prototype came from the field of Instruciotnal Design into the study of International Chinese Language Educaton. And we take Chinese characters as the study target to do research on the instructional design and its effect. The framework of this paper originates from the basic ramwork of evolution-type prototype.The typical framework of evolution-type prototype is constituted of four main parts:analysis, construction, operation and evaluation. Based on this framework, this research proposes the evolution-type prototype of instructional design of Chinese character which contains four modules, they are module for the front-end analysis of the instructional design of Chinese character, module for operational design of Chinese characters instructional design, module for experimental running of Chinese characters instructional design, and the analysis and improvement of Chinese characters instructional design. Through the study of the four modules, we can form the first prototype instructional design of Chinese characters, and put forward the instructional design framework for subsequent iterations of Chinese characters instructional design.
The first chapter begins with the description of the background and framework of this paper. And then review the researches of learning theories, the classical model of instructional design, rapid prototyping instructional design, and the Chinese characters instructional design. In the summary of the first chapter, we use the Hype curve to depict current situation and future trend of instructional design of Chinese characters in International Chinese Language Education.
Chapter Ⅱ focuses on the most important basic theory of instructional design which is composed of two parts. The first part is about the continuous spectrum of learning theory research, and continuous spectral theory of Chinese characters in instructional design, while the second one is the multimedia design theoretical research. How to ensure that various media elements play a role is the focus of the multimedia theory research. Instructional design is concered about three kinds of cognitive load:intrinsic cognitive load, extraneous cognitive load, and cognitive load caused by media of instructional design. In order to keep effective study, the sum of these three kinds of cognitive load should lower than the total capacity working-memory. And when representation system and semantiv system processing can be evoked in the long-term-memory, the learner can connect speech characterization and visual representation to improve learning efficiency. In this chapter, we also put forward six main points of the instructional design of Chinese characters.
Chapter III is the study of the features of shape, sound and meaning of Chinese characters. The theory of instructional design is not specific to the field of Chinese characters instructional design. So this chapter focuses on the Chinese characters under the perspective of instructional design, and gets ready for evolution-type prototype front-end analysis. After analyzing the shaped characteristics of Chinese characters, the pronunciation characteristics and features of the meaning of Chinese characters, we try to put forward the processing model of Chinese characters as second language writing system basised on cognitive psychology research.
The above study is the basic theory research of Chinese characters instructional design. After the basic research; we can take Chinese characters instructional design into account under the framework of evolution-type prototype of Chinese characters instructional design.
Chapter IV is the analysis of Chinese characters instructional design. In this part, we analyze the demands for Chinese characters instructional design. Based on the needs analysis, we analyze the course content and the features of learners. And in the framework of instructional design, learners can start from the "legitimate peripheral participation", then gradually entering the core of the community of practice.
The fourth chapter is the first module of the evolutionary prototype.
Chapter V is the study of pre-design of Chinese characters instructional design. After the study of main instructional design process, this chapter studies the choice of teaching resources, the development of related materials, the design of non-teaching materials, and the use of instructional design tools. This chapter is also the study of instructional design model of Chinese characters, and constructs main buildings at all levels of Chinese characters instructional design. Chapters V constitutes the second module of Chinese characters instructional design.
Chapter VI is the generated analysis of the instructional design of Chinese characters. According to the actual situation, we conduct the generated design at all five levels. This chapter also designs the experiments of evolution-type prototype of instructional design of Chinese characters. This research runs the experiment using non-equivalent control group and quasi-experimental time series quasi-experimental group, and combined with the method of action research. There are three main types of action research, and this paper maialy on the basis of scientific statistics wihle with the combination of observation and analysis. Chapter VI is the third module of the evolution-type prototype of Chinese characters instructional design.
Chapter VII analyzes the experimental results of practical generated design. And the evidence show clearly that the instructional design of Chinese characters can indeed achieve better learning results. But the practice of instructional design is generated under the interactions of the learners, teachers, software and hardware.While the impact of these facts is so great that this study used quasi-experimenl to consider these factors into account. And it is necessary to conduct instructional design in a real environment. Experimental analysis can be summed up and come to the conclusion that it is clear that instructional design of Chinese characters is effective. But with the interaction of different factors, the effect of the implementation of instructional design is so fluctuations that should be further analyzed. After further study, we can draw the conclusion that the effectiveness of instructional design is significant positive correlation to the quality of instructional design. Due to the instability of the quality of instructional design, the effect of instructional design is a result with fluctuations. In order to make sure that the validity of instructional design at different level and situation is stable, the prototype needs to be improved. And here comes the issue that how to ensure the stability of quality of instructional design is the key point of how to improve the prototype of Chinese characters instructional design.
The issue which is raised by chapter VII can be solved in chapter VI through the introduction of the instructional design of learning objects. Reusability is one of the most important natures of the learning object. The instability of the qulity of instructional design can be solved through the construction of reusability. So the effectiveness and practicality of the instructional design of Chinese characters can be combined at the same time. Chapter Ⅶ and Ⅷ are in the composition of the fourth module. After the research of this module, our study forms the first whole completed prototype of Chinese characters instructional design under the framework of evolution type prototype.
The last chapter summarizes the main pints with contrubtuion and innovation in this paper as well as the limitations and unsoloved problems in our research, and proposes the directions for future research.
第一章首先对选题的背景、意义,论文的研究思路、重点以及难点等进行阐述,然后对学习理论、经典模型、原型法教学设计、汉字教学设计等方面进行综述。第一章的小结中,根据Hype曲线分析了国际汉语教育中汉字教学设计所处的阶段以及未来可能的发展趋势,指出对基于演化原型框架的汉字教学设计,要有客观的认识。
第二章进行汉字教学设计理论基础研究。本章的汉字教学设计理论研究分为两个部分,第一部分为学习理论连续谱研究,进行汉字教学设计的连续谱理论分析。学习理论是教学设计最重要的理论基础,本研究提出了汉字教学设计的学习理论连续谱,将学习理论与知识获得阶段、知识特征、以及语言学习阶段逐级对应。第二部分进行汉字教学设计的多媒体设计理论研究。如何使各个媒体要素发挥作用,是多媒体理论研究的重点。教学设计引起的内在认知负荷、外在认知负荷和相关认知负荷的总和,不能超过学习者工作记忆容量。本研究运用多媒体教学设计的相关理论,提出汉字教学设计的六大要点。
第三章从教学设计的角度出发,对汉字的形、音、义特征进行研究。第二章中的教学设计理论研究并不具体针对汉字教学,因此,本章期望通过教学设计视角下的汉字特征分析,将第二章的学习理论研究、多媒体设计理论研究与具体的汉字特征研究联系起来。通过这样的分析,能为演化原型的前端分析进行预热。这一章分析了汉字的字形特征、字音特征以及字义特征,尝试提出作为第二语言文字系统的汉字特征识别加工模型,为汉字教学设计提供来自认知心理的依据。在此基础上,进行了字形、字音、字义的教学设计分析。
以上的研究是基于演化原型框架的汉字教学设计的基础研究,完成基础研究后,进入演化原型框架进行汉字教学设计的具体研究。
第四章进行汉字教学设计前端分析。汉字教学设计首先根据目标这一要素,与学习理论的连续谱相契合,构成了汉字教学设计五级连续谱。在这个基础上,进行汉字教学设计的需求分析、教学内容分析以及学习者分析,并提出在国际汉语的汉字教学设计中,学习者可以从“合法的边缘性参与”开始,逐渐进入实践共同体的核心。
第五章对汉字教学设计的预成设计进行研究。对教学资源选择、相关材料开发,非教学材料设计,教学设计工具运用等方面进行了分析。在教学设计五级连续谱基础上,构建了各级汉字教学设计参考模型。参考模型研究属于预成设计研究的内容,同时为生成设计研究提供了必要的准备,是从预成设计向生成设计的过渡。第五章的研究构成演化原型的第二模块：汉字教学预成设计。其研究结果与第一模块的原型结合。
第六章进行汉字教学生成设计研究。生成设计主要根据上述研究所获得的原型基础,结合具体情况,进行各级的汉字生成设计,并进行了生成设计运行实验设计。根据国际汉语教育的实际情况,以及汉字教学设计的特点,本研究运行采用准实验设计,包括不相等对照组准实验和时间序列准实验。研究方法以评价研究为主,结合行动研究的方法。第六章属于演化原型的第三个模块：汉字教学生成设计及运行实验。
第七章进行运行实验的分析,通过不相等对照组准实验和时间序列准实验的结果分析,可以发现汉字教学设计的确可以实现较好的效果。但在生成设计的运行实验中,受到学习者、教师,软硬件等因素交叉作用,会对教学设计效果产生较大影响。本研究采用准实验设计的意义正是需要将这些因素考虑在内,因为教学设计的意义就在于在实际环境中发挥效用。通过实验分析,可以总结出,原型教学设计的有效性已经明确,但受到多种因素的影响,原型教学设计在不同的环境中,实施效果波动较大。进一步分析后,发现这种生成设计的有效性与其教学设计质量呈显著正相关。由于教学设计质量的不稳定,导致教学设计效果的波动。因此,要保证原型教学设计有效性的同时如何保证教学设计质量的稳定,就成了原型改进需要讨论的问题。
第八章针对第七章的研究结果,引入学习对象研究。学习对象的特性,可以满足演化原型教学设计的改进需要。可重用性是学习对象最重要的性质。而教学设计原型需要解决的问题,是关于教学设计质量的问题,通过可重用性的建设,可以解决教学设计质量的不稳定性。
第七章和第八章组成第四模块：汉字教学设计结果分析与改进,该模块的研究结果与其它三大模块的原型,共同组成首个汉字教学设计原型。
第九章将本研究的主要观点和创新之处进行了总结,提出了存在的问题和今后研究的方向。
In this research, we study the instructional design of Chinese character under the framework of evolution-type prototyp systematically in the field of International Chinese Language Education. We try to put the idea and the practice of these ideas of evolution-type prototype came from the field of Instruciotnal Design into the study of International Chinese Language Educaton. And we take Chinese characters as the study target to do research on the instructional design and its effect. The framework of this paper originates from the basic ramwork of evolution-type prototype.The typical framework of evolution-type prototype is constituted of four main parts:analysis, construction, operation and evaluation. Based on this framework, this research proposes the evolution-type prototype of instructional design of Chinese character which contains four modules, they are module for the front-end analysis of the instructional design of Chinese character, module for operational design of Chinese characters instructional design, module for experimental running of Chinese characters instructional design, and the analysis and improvement of Chinese characters instructional design. Through the study of the four modules, we can form the first prototype instructional design of Chinese characters, and put forward the instructional design framework for subsequent iterations of Chinese characters instructional design.
The first chapter begins with the description of the background and framework of this paper. And then review the researches of learning theories, the classical model of instructional design, rapid prototyping instructional design, and the Chinese characters instructional design. In the summary of the first chapter, we use the Hype curve to depict current situation and future trend of instructional design of Chinese characters in International Chinese Language Education.
Chapter Ⅱ focuses on the most important basic theory of instructional design which is composed of two parts. The first part is about the continuous spectrum of learning theory research, and continuous spectral theory of Chinese characters in instructional design, while the second one is the multimedia design theoretical research. How to ensure that various media elements play a role is the focus of the multimedia theory research. Instructional design is concered about three kinds of cognitive load:intrinsic cognitive load, extraneous cognitive load, and cognitive load caused by media of instructional design. In order to keep effective study, the sum of these three kinds of cognitive load should lower than the total capacity working-memory. And when representation system and semantiv system processing can be evoked in the long-term-memory, the learner can connect speech characterization and visual representation to improve learning efficiency. In this chapter, we also put forward six main points of the instructional design of Chinese characters.
Chapter III is the study of the features of shape, sound and meaning of Chinese characters. The theory of instructional design is not specific to the field of Chinese characters instructional design. So this chapter focuses on the Chinese characters under the perspective of instructional design, and gets ready for evolution-type prototype front-end analysis. After analyzing the shaped characteristics of Chinese characters, the pronunciation characteristics and features of the meaning of Chinese characters, we try to put forward the processing model of Chinese characters as second language writing system basised on cognitive psychology research.
The above study is the basic theory research of Chinese characters instructional design. After the basic research; we can take Chinese characters instructional design into account under the framework of evolution-type prototype of Chinese characters instructional design.
Chapter IV is the analysis of Chinese characters instructional design. In this part, we analyze the demands for Chinese characters instructional design. Based on the needs analysis, we analyze the course content and the features of learners. And in the framework of instructional design, learners can start from the "legitimate peripheral participation", then gradually entering the core of the community of practice.
The fourth chapter is the first module of the evolutionary prototype.
Chapter V is the study of pre-design of Chinese characters instructional design. After the study of main instructional design process, this chapter studies the choice of teaching resources, the development of related materials, the design of non-teaching materials, and the use of instructional design tools. This chapter is also the study of instructional design model of Chinese characters, and constructs main buildings at all levels of Chinese characters instructional design. Chapters V constitutes the second module of Chinese characters instructional design.
Chapter VI is the generated analysis of the instructional design of Chinese characters. According to the actual situation, we conduct the generated design at all five levels. This chapter also designs the experiments of evolution-type prototype of instructional design of Chinese characters. This research runs the experiment using non-equivalent control group and quasi-experimental time series quasi-experimental group, and combined with the method of action research. There are three main types of action research, and this paper maialy on the basis of scientific statistics wihle with the combination of observation and analysis. Chapter VI is the third module of the evolution-type prototype of Chinese characters instructional design.
Chapter VII analyzes the experimental results of practical generated design. And the evidence show clearly that the instructional design of Chinese characters can indeed achieve better learning results. But the practice of instructional design is generated under the interactions of the learners, teachers, software and hardware.While the impact of these facts is so great that this study used quasi-experimenl to consider these factors into account. And it is necessary to conduct instructional design in a real environment. Experimental analysis can be summed up and come to the conclusion that it is clear that instructional design of Chinese characters is effective. But with the interaction of different factors, the effect of the implementation of instructional design is so fluctuations that should be further analyzed. After further study, we can draw the conclusion that the effectiveness of instructional design is significant positive correlation to the quality of instructional design. Due to the instability of the quality of instructional design, the effect of instructional design is a result with fluctuations. In order to make sure that the validity of instructional design at different level and situation is stable, the prototype needs to be improved. And here comes the issue that how to ensure the stability of quality of instructional design is the key point of how to improve the prototype of Chinese characters instructional design.
The issue which is raised by chapter VII can be solved in chapter VI through the introduction of the instructional design of learning objects. Reusability is one of the most important natures of the learning object. The instability of the qulity of instructional design can be solved through the construction of reusability. So the effectiveness and practicality of the instructional design of Chinese characters can be combined at the same time. Chapter Ⅶ and Ⅷ are in the composition of the fourth module. After the research of this module, our study forms the first whole completed prototype of Chinese characters instructional design under the framework of evolution type prototype.
The last chapter summarizes the main pints with contrubtuion and innovation in this paper as well as the limitations and unsoloved problems in our research, and proposes the directions for future research.
引文
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②同上。
③同上。
④詹重咏.基于项目驱动的快速原型法教学研究及实践——以高等职业学院SO Server课程教学为例[J].无锡商业职业技术学院学报,2011,11(6)：68-70.
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③同①
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③表格引自：崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008：13.
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①行为主义、认知主义及建构主义观点下的教学策略比较：基于学习者任务知识水平和完成任务所需认知水平。引自：Ertmer, P. A.&Newby, T. J. Behaviorism, cognitivism, constructivism:Comparing critical features from an instructional design perspective[J]. Performance Improvement Quarterly,1993,6 (4): 50-70.
②建构主义的探究是在相同或类似领域的不同情境下进行的,而这里所指的连接主义的探究,是指一个完全不同的领域,是新的学习领域。
①可参见：钟志贤.面向知识时代的教学设计框架——促进学习者发展[D].上海：华东师范大学,2004.钟志贤.论教学设计中的连续统思维[J].电化教育研究,2005,(4)：53-62.钟志贤.论教学设计定义的重构[J].电化教育研究,2007,(7)：11-15.钟志贤.学习环境设计的理论基础：心理学视角,2011,(6)：30-38.
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①中华人民共和国教育部国家语言文字工作委员会.GB13000.1字符集汉字折笔规范[S/OL1.(2001-12-19)[2011-12-05] http://xbsk.cug.edu.cn/left/biaozhunguifan/zhebiguifan.html.
②邢红兵.现代汉字特征分析与计算研究[M].北京：商务印书馆,2007：17.
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②邢红兵.现代汉字特征分析与计算研究[M].北京：商务印书馆,2007：40.
③同上。
④邢红兵.现代汉字特征分析与计算研究[M].北京：商务印书馆,2007：41.
⑤邢红兵.现代汉字特征分析与计算研究[M].北京：商务印书馆,2007：25-26.
⑥中华人民共和国教育部国家语言文字工作委员会.信息处理用GB13000.1字符集汉字部件规范[S/OL]. (1997-12-01) [2011-12-05] http://www.shyedu.gov.cn:8080/level3. jsp?id=132.
①邢红兵.现代汉字特征分析与计算研究[M].北京：商务印书馆,2007：53-54.
①陈宝国、王立新、彭聃龄等针对汉语为母语的熟练读者展开研究,发现低频汉字和高频汉字的形、音、义激活顺序有所差异。可参见：陈宝国,王立新,彭聃龄.汉字识别中形音义激活时间进程的研究(Ⅱ)[J].心理学报,2003,35(5)：576-581.武宁宁发现成人熟练阅读者在阅读中、字形的作用大小没有很大的差别。可参见：武宁宁,舒华,周晓林等.移动窗口条件下语音、字形信息在汉语阅读中的作用[J].心理学报,1998,(2)：154—160.而宋华、张厚粲、舒华等研究发现初学者在阅读过程中对字音相同、字形不同的别字不易觉察(如,力,立),而对字形相似、字音不同的别字易觉察(如,干,干)。可以发现,上述的研究结论有所不同,产生这种差异的原因可能和研究方法有一定关系。可参见：宋华,张厚粲,舒华.在中文阅读中字音、字形的作用及其发展转换[J].心理学报,1995,27(2)：139—144.
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③另外,还涉及到语音编码问题。Koda用跨语言分析方式对二语与—语阅读之间的异同进行了深入研究,拓展了二语阅读研究的理论基础,并且对研究与教学实践相联系的基本原则进行了有益的探讨。Koda比较了不同母语背景的学生语音编码的策略发现,当视觉材料中的语音信息被掩蔽时,拼音文字背景的学生成绩变差,但是表意文字背景的学生成绩没有明显变化。可参见：Keiko Koda.洞察第二语言阅读-跨语言途径[M].北京：世界图书出版公司北京公司,2007.
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②同上。
③李大遂.关系对外汉字教学全局的几个问题[J].暨南大学华文学院学报,2008,(2)1—-15.
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②汉字圈学生学习汉字的优势在于对汉字字形的认知并非从零起点开始。“在母语日语的学习过程中,从小学一年级至高中毕业为止,至少已经学过日本文部省所规定的1945个日本常用汉字。这些日本常用汉字中有很多与中国汉字完全或部分相同。从现代汉语角度观察,这些汉字也多属于现代汉语中的常用字。”可参见：郑杰.对日汉字教学分析[A].孙德金主编.对外汉字教学研究[C].北京：商务印书馆,2006：386-394.
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④彭聃龄.汉语认知研究——从认知科学到认知神经科学[M].北京：北京师范大学出版,2006：7-8.
① Cattell, J. M. The time taken up by cerebral operations[J/OL]. Mind,1885.11:220-242[2011-04-08] http: //psychology.wikia.com/wiki/James_Cattell.
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④转引自：D.w.卡罗尔著.缪小春等译.语言心理学(第四版)[M].上海：华东师范大学出版社,2007：91.
⑤ Healy, A. F. Detection errors on the word the:Evidence for reading units larger than letters[J]. Journal of Experimental Psychology.-Human Perception and Performance,1976, (2),235-242.
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⑦转引自：Hoosain, R. Psycholinguistic implications for linguistic relativity:A case study of Chinese[M]. H illsdale, NJ:Erlbaum,1991.
①D.W.卡罗尔著.缪小春等译.语言心理学(第四版)[M].上海：华东师范大学出版社,2007：97.
②徐彩华.汉字认知与汉字学习心理研究[M].北京：知识产权出版社,2010：259.
③同上。
④徐彩华.汉字认知与汉字学习心理研究[M].北京：知识产权出版社,2010：259-260.
①冯丽萍,卢华岩,徐彩华.部件位置信息在留学生汉字加工中的作用[J].语言教学与研究,2005,(3)：66-72.
②彭聃龄,魏景汉,阎克乐.认知神经科学基础[M].北京：人民教育出版社,2008：466.
③徐彩华.汉字认知与汉字学习心理研究[M].北京：知识产权出版社,2010：260.
④徐通锵.汉语字本位语法导论[M].济南：山东教育出版社,2008：12.
⑤徐彩华.汉字认知与汉字学习心理研究[M].北京：知识产权出版社,2010：259.
①欧阳明,肖燕.数据挖掘技术在教学设计前端分析中的应用研究[J].中国教育信息化.2011,(21)：84-87.
①崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008：38.
①以下的内容参考了何克抗等人的研究：何克抗,郑永柏,谢幼如.教学系统设计[M].北京：北京师范大学出版社,2002：2-16.
①根据《国际汉语教学通过课程大纲》整理。
②同上。
③根据《汉语水平词汇与汉字等级大纲》整理。
①周健.汉字教学理论与方法[M].北京：北京大学出版社,2007：100.
②中华人民共和国教育部.全日制义务教育语文课程标准(实验稿)[M].北京：北京师范大学出版社,2002.
③以下内容根据周健的论述整理：周健.汉字教学理论与方法[M].北京：北京大学出版社,2007：101.
①李大遂.关系对外汉字教学全局的几个问题[J].暨南大学华文学院学报,2008,(2)：1—15.
②Kathleen Graves.北京师范大学“认知神经科学与学习”国家重点实验室脑.与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：115-116.
①这一活动的灵感来源于Kathleen Graves.北京帅范大学“认知神经科学与学习”国家重点实验室脑与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：122.
①国家汉办/孔子学院总部,国际汉语教学通过课程大纲[s],北京：外语教学与研究出版社,2008：3—30.
①蓝小玲.避免学习能力僵化的对策析略[J].语言教学与研究,2003,(3)：25-27.
①何克抗,郑永柏,谢幼如.教学系统设计[M].北京：北京师范大学出版社,2002：2-16.
②崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008:58.
①崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008：38.
①崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008：58.
②徐通锵.汉语字本位语法导论[M].济南：山东教育出版社,2008：89.
③王汉卫.精读课框架内相对独立的汉字教学模式初探[J].语言文字应用,2007,(1)：119-124.
④万业馨.从汉字识别淡汉字与汉字认知的综合研究[J].语言教学与研究,2003,(2)：72-78.
①R.M.加涅,L.J.布里格斯,W.W.韦杰著.皮连生.庞维国等译.教学设计原理[M].上海：华东师范大学出版社,1999：43-49,46-64.
①王海燕,李芒,时俊卿.课堂教学设计的学习者分析流程[J].中国电化教育,2001,(5)：31-34.
②转引自：崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008：87.
① Ellis, R. The Study of Second Language Acquisition [M]. Oxford:Oxford University Press,1994
② Skehan, P. Studies in Second Language Acquisition [J]. SSLA,1991, (13):275-298.
③ Larsen-Freeman, D. and M. Long. An Introduction to Second Language Acquisition Research [M]. Essex: Longman Group,1991.
①Sweller, J. Implications of Cognitive Load Theory for Multimedia Learning[A]. Richard E. Mayer. The Cambridge Handbook of Multimedia Learning[C]. New York:Cambridge University Press,2005:19-30.
②Pascal W. M. Van Gerven, Fred Paas. Huib K. Tabbers. Cognitive Aging and Computer-Based Instructional Design:Where DoWe Go From Here[J]. Educational Psychology Review,2006,18:141-157.
②张爱芹.情境学习理论的人类学视角及其对职业教育的启示[J].职业技术教育,2008,29(7)：16-18.
①Fischer, R. The Faces of the Computer:The Evolution of CALL and Current Trends in the Field[A].全国大学英语教学改革暨网络环境下外语教学学术研讨会会议论文集[C],2004：1-9.
②王立非.现代外语教学论[M].上海：上海教育出版社,2000.
③易绵竹,姚爱钢.计算机辅助语言教学若干问题研究[J].中国俄语教学,2006,(3)：44-47.
①杨芹.外语多媒体设计的动态语境的符号思考[J].软件导刊(教育技术).2008,(01)：58-59.
②本研究把笔顺书写时,逐步添加笔画的过程中形成的非汉字符号称之为“类汉字”。
① Robert Heinich, Michael Molenda, James D. Russell&Sharon E. Smaldino. Instructional Media and Techonologies for Learning(第七版影印版)[M].北京：高等教育出版社,2002,120.
②这里是就以传达内容为目的的图片,如果图片的作用本身就是引起刺激,那又另当别论。
③陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：452.
④陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：453.
⑤同上。
②陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：455.
①陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：453.
②陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：456.
③同①。
① Robert Heinich, Michael Molenda, James D. Russell&Sharon E. Smaldino. Instructional Media and Techonologies for Learning第七版影印版)[M].北京：高等教育出版社,2002,125.
①陈树民.汉字特殊功能与教学创新[M].南京：南京大学出版社,2010：19.
② Dennis Pett,& Trudy Wilson. Color Research and Its Application to the Design of Instructional Materials [J]. Educational Technology Research and Development.1996,44(3):19-35.
① Robert Heinich, Michael Molenda, James D. Russell&Sharon E.Smaldino. Instructional Media and Techonologies for Learning(第七版影印版)[M].北京：高等教育出版社,2002,126.
②色轮图片来源：Tiger Color. Basic color schemes-Introduction to Color Theory [Z/OL]. [2011-10-12]. http://www.google.com.hk/imgres?imgurl.
① Judy Loosmore. Color in Instructional Communication[J]. Performance and Instruction.1994,33(10):36-38.
② Robert Heinich, Michael Molenda, James D. Russell&Sharon E. Smaldino. Instructional Media and Techonologies for Learning(第七版影印版)[M].北京：高等教育出版社,2002,126.
①Kathleen Graves.匕京师范大学“认知神经科学与学习”国家重点实验室脑与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：165.
②同上。
①Kathleen Graves北京师范大学“认知神经科学与学习”国家重点实验室脑与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：165.
②同上。
③Kathleen Graves北京师范大学“认知神经科学与学习”国家重点实验室脑与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：167.
①Brown H.D.Principles of Language learning and Teaching[M].Longman, Inc,2000:80.
①Brown H.D.Principles5 of Language learning and Teaching[M].Longman, Inc,2000:23.
②徐通锵.汉语字本位语法导论[M].济南：山东教育出版社,2008：92.
①缪蓉,赵国栋编译.透过背景观察技术：一种理解技术和教育研究的框架[M].北京：北京师范大学出版 社,2003：29-33.
①缪蓉,赵国栋编译.透过背景观察技术：一种理解技术和教育研究的框架[M].北京：北京帅范大学出版社,2003：29-33.
①陈绥宁.基础汉语40课(上册)[M].上海：华东师范大学出版社,2004.
①刘珣.新实用汉字课本(2)[M].北京：北京语言大学电子音像出版社,2002.
①杨寄洲.汉语教程第二册(下)[M].北京：北京语言文化大学出版社,1999.
①李晓琪主编；钱旭菁,黄立编著.博雅汉语准高级加速篇(Ⅱ)[M].北京：北京大学出版社,2005.
①吴成年.读报纸,学中文——准高级汉语报刊阅读(上册)[M].北京：北京大学出版社,2006.
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①董奇,申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：249.
②董奇,申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：236.
①转引自：陈向明.什么是“行动研究”[J].教育研究与实验,1999,(2)：60-67.
②转引自：高文.现代教学的模式化研究[M].济南：山东教育出版社,2000：55.
③转引自：[瑞典]胡森主编.国际教育百科全书(第三卷)[c].贵阳：贵州教育出版社,1990：323.
④郑金洲.行动研究：一种日益受到关注的研究方法[J].上海高教研究,1997,(1)：23-27.
⑤后两种类型的行动研究,与“质”的研究更接近。“‘质’的研究与‘定性研究’似乎存在某些共同之处,但是前者更加强调研究的过程性、情境性和具体性,而后者比较偏向结论性、抽象性和概括性。”(陈向明.质的研究方法与社会科学研究[M].北京：教育科学出版社,2011：23.)
⑥董奇,申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：252.
①陈向明.什么是“行动研究”[J].教育研究与实验,1999,(2)：60-67.
②董奇,-申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：253-254.
③郑金洲。行动研究：一种日益受到关注的研究方法[J].上海高教研究,1997,(1)：23-27.
④董奇,申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：246.
①董奇,申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：222.
①董奇,中继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：221.
②董奇,申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：256.
①杨端和.语言研究应用SPSS软件实例大全[M].北京：中国社会科学出版社,2003：117.
①陈向明.什么是“行动研究”[J].教育研究与实验,1999,(2)：60-67.
①程志,陈晓辉.“合法的边缘性参与”视角下的移动学习设计策略[J].中国电化教育.2011.(8)：39-43.
①David A. Wiley:any digital resource that can be reused to support learning.转引自：胡小勇,祝智庭.学习对象理念的发展历程[J].电化教育研究,2002,(9)：14-19.
②胡小勇,祝智庭.学习对象——网络教学技术的新理念[J].电化教育研究,2002,(4)：22-28.
①胡小勇,祝智庭.学习对象理念的发展历程[J].电化教育研究,nn.(9),14-19
①Longmire, W. A Primer on Learning Objects[EB/OL] (2000)[2011-05-21].
②MASIE Center Making Sense of Learning Specificetien & Standards:A Decision Maker's Guide to Their Adoption[EB/OL] (2002)[2011-06-21]. http://www.masie.com/standards/S3_Guide.pdf.
③工萍.C++面对对象程序设计[M].北京：清华大学出版社,2002：209-210.
④Wason, T. IMS Metadata Specification[EB/OL](1999)[2011-07-24]. http://imsproject.org/technical/metadata /library/DID188.html.
①Dodds, P. The SCORM Overview. Advanced Distributed Learning Network, Shareable Content Object Reference Model(SCORM) Version 1.2[EB/OL] (2001)[2011-04-11]. http://www.adlnet.org/.
②这里又出现了“连续谱”这个词,这是学习对象粒度分析中的连续谱,不是本研究前文所指的学习理论连续谱。
② MASIE Center. Making Sense of Learning Specification & Standards:A Decision Maker's Guide to Their Adoption[EB/OL] (2002)[2011-06-21]-http://www.masie.com/standards/S3_Guide.pdf.
④ IEEE P1484.12/D6.10, Draft Standard for Learning Object Metodoto[S/OL](2002-04-04)[2011-05-03]. http: //Itsc.ieee.org/wg12/,4/04/2002.
⑤ CELTS-3.1.学习对象元数据：信息模型规范[S].教育部教育信息化技术标准季员会,2002.
⑥ Clive Shepherd, Objects of interest[EB/OL](2001-04-12)[2011-05-04]. http://www.fastrak-consulting.co.uk/tactix/features/objects/objects.htm,,4/12/2001.
⑦ Wiley, D. A., South, J. B., Bassett, J., Nelson, L. M., Seawright, L. L., Peterson, T., & Monson, D. W. (1999). Three common properties of efficient online instructional support systems[J/OL]. The ALN Magazine,1999,3(2)[2011-12-21]. http://www.aln.org/alnweb/magazine/Vol3_issue2/wiley.htm.
③彭兵.基于学习对象的教学设计模型研究[D].上海：华东师范大学,2003.
⑨ Smith, P. L. & Ragan, T. J. Instructional design (3rd Ed.)[M]. Danvers, MA:John Wiley & Sons,2004.
⑩ Bush, M. D. Connecting Instructional Design to International Standards for Content Reusability[J]. Educational Technology,2002,42(6):5-13.
① Trondsen, E. Notes on Learning Object Symposium, Online Learning Conference in Anaheim, California, USA[D/OL] (2002-07)[2011-11-18]. http://www.onlinelearningconference. com
②Wiley, D. A. Learning object design and sequencing theory[D/OL] (2000-06)[2011-05-18]. http: //opencontent. org/docs/dissertation. pdf.
③粒性反映了学习对象是一种实体,并且有不同的类别,这种现象可以被称为粒度水、在一般的情况下,粒度较小的对象具有较高的可重用性,但同时,最小的粒度会失去可用性,也不具备重用性。
④Dcdani, M. H. The dark side of Object learning:learning object[J]. Journal of Object Technology,2002, 1(5):37-42.
⑤ Wiley, D. A., South, J. B., Bassett, J., Nelson, L. M., Seawright, L. L., Peterson, T., & Monson, D. W. (199S). Three common properties of efficient online instructional support systems[J/OL]. The ALN Magazine,1999,3(2)[2011-12-21]. http://www.aln.org/alnweb/magazine/Vol3_issue2/wiley.htm.
① MASIE Center. Making Sense of Learning Specification & Standards:A Decision Maker's Guide to Their Adoption[EB/OL] (2002)[2011-06-21]. http://www. masie. com/standards/S3_Guide.pdf.
②转引自：彭兵.基于学习对象的教学设计模型研究[D].上海：华东师范大学,2003.
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②同上。
③同上。
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③同①
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①行为主义、认知主义及建构主义观点下的教学策略比较：基于学习者任务知识水平和完成任务所需认知水平。引自：Ertmer, P. A.&Newby, T. J. Behaviorism, cognitivism, constructivism:Comparing critical features from an instructional design perspective[J]. Performance Improvement Quarterly,1993,6 (4): 50-70.
②建构主义的探究是在相同或类似领域的不同情境下进行的,而这里所指的连接主义的探究,是指一个完全不同的领域,是新的学习领域。
①可参见：钟志贤.面向知识时代的教学设计框架——促进学习者发展[D].上海：华东师范大学,2004.钟志贤.论教学设计中的连续统思维[J].电化教育研究,2005,(4)：53-62.钟志贤.论教学设计定义的重构[J].电化教育研究,2007,(7)：11-15.钟志贤.学习环境设计的理论基础：心理学视角,2011,(6)：30-38.
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①中华人民共和国教育部国家语言文字工作委员会.GB13000.1字符集汉字折笔规范[S/OL1.(2001-12-19)[2011-12-05] http://xbsk.cug.edu.cn/left/biaozhunguifan/zhebiguifan.html.
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②邢红兵.现代汉字特征分析与计算研究[M].北京：商务印书馆,2007：40.
③同上。
④邢红兵.现代汉字特征分析与计算研究[M].北京：商务印书馆,2007：41.
⑤邢红兵.现代汉字特征分析与计算研究[M].北京：商务印书馆,2007：25-26.
⑥中华人民共和国教育部国家语言文字工作委员会.信息处理用GB13000.1字符集汉字部件规范[S/OL]. (1997-12-01) [2011-12-05] http://www.shyedu.gov.cn:8080/level3. jsp?id=132.
①邢红兵.现代汉字特征分析与计算研究[M].北京：商务印书馆,2007：53-54.
①陈宝国、王立新、彭聃龄等针对汉语为母语的熟练读者展开研究,发现低频汉字和高频汉字的形、音、义激活顺序有所差异。可参见：陈宝国,王立新,彭聃龄.汉字识别中形音义激活时间进程的研究(Ⅱ)[J].心理学报,2003,35(5)：576-581.武宁宁发现成人熟练阅读者在阅读中、字形的作用大小没有很大的差别。可参见：武宁宁,舒华,周晓林等.移动窗口条件下语音、字形信息在汉语阅读中的作用[J].心理学报,1998,(2)：154—160.而宋华、张厚粲、舒华等研究发现初学者在阅读过程中对字音相同、字形不同的别字不易觉察(如,力,立),而对字形相似、字音不同的别字易觉察(如,干,干)。可以发现,上述的研究结论有所不同,产生这种差异的原因可能和研究方法有一定关系。可参见：宋华,张厚粲,舒华.在中文阅读中字音、字形的作用及其发展转换[J].心理学报,1995,27(2)：139—144.
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③另外,还涉及到语音编码问题。Koda用跨语言分析方式对二语与—语阅读之间的异同进行了深入研究,拓展了二语阅读研究的理论基础,并且对研究与教学实践相联系的基本原则进行了有益的探讨。Koda比较了不同母语背景的学生语音编码的策略发现,当视觉材料中的语音信息被掩蔽时,拼音文字背景的学生成绩变差,但是表意文字背景的学生成绩没有明显变化。可参见：Keiko Koda.洞察第二语言阅读-跨语言途径[M].北京：世界图书出版公司北京公司,2007.
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②同上。
③李大遂.关系对外汉字教学全局的几个问题[J].暨南大学华文学院学报,2008,(2)1—-15.
①田惠刚.西方国家学生汉字教学的理论性思考[A].孙德金主编.对外汉字教学研究[C].北京：商务印书馆,2006：403-418.
②汉字圈学生学习汉字的优势在于对汉字字形的认知并非从零起点开始。“在母语日语的学习过程中,从小学一年级至高中毕业为止,至少已经学过日本文部省所规定的1945个日本常用汉字。这些日本常用汉字中有很多与中国汉字完全或部分相同。从现代汉语角度观察,这些汉字也多属于现代汉语中的常用字。”可参见：郑杰.对日汉字教学分析[A].孙德金主编.对外汉字教学研究[C].北京：商务印书馆,2006：386-394.
③徐子亮.对外汉语教学心理学[M].上海：华东师范大学出版社,2008：137-137.
④D.W.卡罗尔著.缪小春等译.语言心理学(第四版)[M].上海：华东师范大学出版社,2007：89.
⑤徐彩华.汉字认知与汉字学习心理研究[M].北京：知识产权出版社,2010：259.
①冯丽萍用纸笔测试,项目分析的统计方法,得出的结论足：中级汉语水平、非汉字背景外国留学生在汉字识别方面表现出以下特点：在字形层次,笔画数、部件数、字形熟悉度是影响汉字识别结果的直接因素。可参见：冯丽萍.非汉字背景留学生汉字形音识别的影响因素[J].汉字文化,2002,(3)：47-49.
②江新.对外汉语教学的心理学[M].北京：教育科学出版社,2007：44.
③江新.对外汉语教学的心理学[M].北京：教育科学出版社,2007：45.
④徐子亮.对外汉语教学心理学[M].上海：华东师范大学出版社,2008：138.
①江新.对外汉语教学的心理学[M].北京：教育科学出版社,2007：46.
②江新.对外汉语教学的心理学[M].北京：教育科学出版社,2007：45.
③Samuels, S. J. Decoding and automaticity:helping poor readers become automatic at word recognition[J]. The Reading Teacher.1988, (41):756-760.
③D.W.卡罗尔著.缪小春等译.语言心理学(第四版)[M].上海：华东师范大学出版社,2007：91.
④彭聃龄.汉语认知研究——从认知科学到认知神经科学[M].北京：北京师范大学出版,2006：7-8.
① Cattell, J. M. The time taken up by cerebral operations[J/OL]. Mind,1885.11:220-242[2011-04-08] http: //psychology.wikia.com/wiki/James_Cattell.
② Rayner, K. Eye movements in reading and information processing:20 years of research[J]. Psychological Bulletin,1998,124(3):372-422.
③Pollatsek, A., Bolozky, S., Well, A. D.,&Rayner, K. Asymmetries in the perceptual span for Israeli readers[J]. Brain and Language,1981, (14):174-180.
④转引自：D.w.卡罗尔著.缪小春等译.语言心理学(第四版)[M].上海：华东师范大学出版社,2007：91.
⑤ Healy, A. F. Detection errors on the word the:Evidence for reading units larger than letters[J]. Journal of Experimental Psychology.-Human Perception and Performance,1976, (2),235-242.
⑥彭聃龄.汉语认知研究——从认知科学到认知神经科学[M].北京：北京师范大学出版,2006：2.
⑦转引自：Hoosain, R. Psycholinguistic implications for linguistic relativity:A case study of Chinese[M]. H illsdale, NJ:Erlbaum,1991.
①D.W.卡罗尔著.缪小春等译.语言心理学(第四版)[M].上海：华东师范大学出版社,2007：97.
②徐彩华.汉字认知与汉字学习心理研究[M].北京：知识产权出版社,2010：259.
③同上。
④徐彩华.汉字认知与汉字学习心理研究[M].北京：知识产权出版社,2010：259-260.
①冯丽萍,卢华岩,徐彩华.部件位置信息在留学生汉字加工中的作用[J].语言教学与研究,2005,(3)：66-72.
②彭聃龄,魏景汉,阎克乐.认知神经科学基础[M].北京：人民教育出版社,2008：466.
③徐彩华.汉字认知与汉字学习心理研究[M].北京：知识产权出版社,2010：260.
④徐通锵.汉语字本位语法导论[M].济南：山东教育出版社,2008：12.
⑤徐彩华.汉字认知与汉字学习心理研究[M].北京：知识产权出版社,2010：259.
①欧阳明,肖燕.数据挖掘技术在教学设计前端分析中的应用研究[J].中国教育信息化.2011,(21)：84-87.
①崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008：38.
①以下的内容参考了何克抗等人的研究：何克抗,郑永柏,谢幼如.教学系统设计[M].北京：北京师范大学出版社,2002：2-16.
①根据《国际汉语教学通过课程大纲》整理。
②同上。
③根据《汉语水平词汇与汉字等级大纲》整理。
①周健.汉字教学理论与方法[M].北京：北京大学出版社,2007：100.
②中华人民共和国教育部.全日制义务教育语文课程标准(实验稿)[M].北京：北京师范大学出版社,2002.
③以下内容根据周健的论述整理：周健.汉字教学理论与方法[M].北京：北京大学出版社,2007：101.
①李大遂.关系对外汉字教学全局的几个问题[J].暨南大学华文学院学报,2008,(2)：1—15.
②Kathleen Graves.北京师范大学“认知神经科学与学习”国家重点实验室脑.与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：115-116.
①这一活动的灵感来源于Kathleen Graves.北京帅范大学“认知神经科学与学习”国家重点实验室脑与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：122.
①国家汉办/孔子学院总部,国际汉语教学通过课程大纲[s],北京：外语教学与研究出版社,2008：3—30.
①蓝小玲.避免学习能力僵化的对策析略[J].语言教学与研究,2003,(3)：25-27.
①何克抗,郑永柏,谢幼如.教学系统设计[M].北京：北京师范大学出版社,2002：2-16.
②崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008:58.
①崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008：38.
①崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008：58.
②徐通锵.汉语字本位语法导论[M].济南：山东教育出版社,2008：89.
③王汉卫.精读课框架内相对独立的汉字教学模式初探[J].语言文字应用,2007,(1)：119-124.
④万业馨.从汉字识别淡汉字与汉字认知的综合研究[J].语言教学与研究,2003,(2)：72-78.
①R.M.加涅,L.J.布里格斯,W.W.韦杰著.皮连生.庞维国等译.教学设计原理[M].上海：华东师范大学出版社,1999：43-49,46-64.
①王海燕,李芒,时俊卿.课堂教学设计的学习者分析流程[J].中国电化教育,2001,(5)：31-34.
②转引自：崔永华.对外汉语教学设计导论[M].北京：北京语言大学出版社,2008：87.
① Ellis, R. The Study of Second Language Acquisition [M]. Oxford:Oxford University Press,1994
② Skehan, P. Studies in Second Language Acquisition [J]. SSLA,1991, (13):275-298.
③ Larsen-Freeman, D. and M. Long. An Introduction to Second Language Acquisition Research [M]. Essex: Longman Group,1991.
①Sweller, J. Implications of Cognitive Load Theory for Multimedia Learning[A]. Richard E. Mayer. The Cambridge Handbook of Multimedia Learning[C]. New York:Cambridge University Press,2005:19-30.
②Pascal W. M. Van Gerven, Fred Paas. Huib K. Tabbers. Cognitive Aging and Computer-Based Instructional Design:Where DoWe Go From Here[J]. Educational Psychology Review,2006,18:141-157.
②张爱芹.情境学习理论的人类学视角及其对职业教育的启示[J].职业技术教育,2008,29(7)：16-18.
①Fischer, R. The Faces of the Computer:The Evolution of CALL and Current Trends in the Field[A].全国大学英语教学改革暨网络环境下外语教学学术研讨会会议论文集[C],2004：1-9.
②王立非.现代外语教学论[M].上海：上海教育出版社,2000.
③易绵竹,姚爱钢.计算机辅助语言教学若干问题研究[J].中国俄语教学,2006,(3)：44-47.
①杨芹.外语多媒体设计的动态语境的符号思考[J].软件导刊(教育技术).2008,(01)：58-59.
②本研究把笔顺书写时,逐步添加笔画的过程中形成的非汉字符号称之为“类汉字”。
① Robert Heinich, Michael Molenda, James D. Russell&Sharon E. Smaldino. Instructional Media and Techonologies for Learning(第七版影印版)[M].北京：高等教育出版社,2002,120.
②这里是就以传达内容为目的的图片,如果图片的作用本身就是引起刺激,那又另当别论。
③陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：452.
④陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：453.
⑤同上。
②陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：455.
①陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：453.
②陆俭明,沈阳.汉语和汉语研究十五讲[M].北京：北京大学出版社,2004：456.
③同①。
① Robert Heinich, Michael Molenda, James D. Russell&Sharon E. Smaldino. Instructional Media and Techonologies for Learning第七版影印版)[M].北京：高等教育出版社,2002,125.
①陈树民.汉字特殊功能与教学创新[M].南京：南京大学出版社,2010：19.
② Dennis Pett,& Trudy Wilson. Color Research and Its Application to the Design of Instructional Materials [J]. Educational Technology Research and Development.1996,44(3):19-35.
① Robert Heinich, Michael Molenda, James D. Russell&Sharon E.Smaldino. Instructional Media and Techonologies for Learning(第七版影印版)[M].北京：高等教育出版社,2002,126.
②色轮图片来源：Tiger Color. Basic color schemes-Introduction to Color Theory [Z/OL]. [2011-10-12]. http://www.google.com.hk/imgres?imgurl.
① Judy Loosmore. Color in Instructional Communication[J]. Performance and Instruction.1994,33(10):36-38.
② Robert Heinich, Michael Molenda, James D. Russell&Sharon E. Smaldino. Instructional Media and Techonologies for Learning(第七版影印版)[M].北京：高等教育出版社,2002,126.
①Kathleen Graves.匕京师范大学“认知神经科学与学习”国家重点实验室脑与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：165.
②同上。
①Kathleen Graves北京师范大学“认知神经科学与学习”国家重点实验室脑与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：165.
②同上。
③Kathleen Graves北京师范大学“认知神经科学与学习”国家重点实验室脑与第二语言学习研究中心译.语言课程设计——教师指南[M].北京：北京师范大学出版社,2008：167.
①Brown H.D.Principles of Language learning and Teaching[M].Longman, Inc,2000:80.
①Brown H.D.Principles5 of Language learning and Teaching[M].Longman, Inc,2000:23.
②徐通锵.汉语字本位语法导论[M].济南：山东教育出版社,2008：92.
①缪蓉,赵国栋编译.透过背景观察技术：一种理解技术和教育研究的框架[M].北京：北京师范大学出版 社,2003：29-33.
①缪蓉,赵国栋编译.透过背景观察技术：一种理解技术和教育研究的框架[M].北京：北京帅范大学出版社,2003：29-33.
①陈绥宁.基础汉语40课(上册)[M].上海：华东师范大学出版社,2004.
①刘珣.新实用汉字课本(2)[M].北京：北京语言大学电子音像出版社,2002.
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①吴成年.读报纸,学中文——准高级汉语报刊阅读(上册)[M].北京：北京大学出版社,2006.
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①转引自：陈向明.什么是“行动研究”[J].教育研究与实验,1999,(2)：60-67.
②转引自：高文.现代教学的模式化研究[M].济南：山东教育出版社,2000：55.
③转引自：[瑞典]胡森主编.国际教育百科全书(第三卷)[c].贵阳：贵州教育出版社,1990：323.
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⑤后两种类型的行动研究,与“质”的研究更接近。“‘质’的研究与‘定性研究’似乎存在某些共同之处,但是前者更加强调研究的过程性、情境性和具体性,而后者比较偏向结论性、抽象性和概括性。”(陈向明.质的研究方法与社会科学研究[M].北京：教育科学出版社,2011：23.)
⑥董奇,申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：252.
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②董奇,-申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：253-254.
③郑金洲。行动研究：一种日益受到关注的研究方法[J].上海高教研究,1997,(1)：23-27.
④董奇,申继亮.心理与教育研究法[M].杭州：浙江教育出版社,2005：246.
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①杨端和.语言研究应用SPSS软件实例大全[M].北京：中国社会科学出版社,2003：117.
①陈向明.什么是“行动研究”[J].教育研究与实验,1999,(2)：60-67.
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①David A. Wiley:any digital resource that can be reused to support learning.转引自：胡小勇,祝智庭.学习对象理念的发展历程[J].电化教育研究,2002,(9)：14-19.
②胡小勇,祝智庭.学习对象——网络教学技术的新理念[J].电化教育研究,2002,(4)：22-28.
①胡小勇,祝智庭.学习对象理念的发展历程[J].电化教育研究,nn.(9),14-19
①Longmire, W. A Primer on Learning Objects[EB/OL] (2000)[2011-05-21].
②MASIE Center Making Sense of Learning Specificetien & Standards:A Decision Maker's Guide to Their Adoption[EB/OL] (2002)[2011-06-21]. http://www.masie.com/standards/S3_Guide.pdf.
③工萍.C++面对对象程序设计[M].北京：清华大学出版社,2002：209-210.
④Wason, T. IMS Metadata Specification[EB/OL](1999)[2011-07-24]. http://imsproject.org/technical/metadata /library/DID188.html.
①Dodds, P. The SCORM Overview. Advanced Distributed Learning Network, Shareable Content Object Reference Model(SCORM) Version 1.2[EB/OL] (2001)[2011-04-11]. http://www.adlnet.org/.
②这里又出现了“连续谱”这个词,这是学习对象粒度分析中的连续谱,不是本研究前文所指的学习理论连续谱。
② MASIE Center. Making Sense of Learning Specification & Standards:A Decision Maker's Guide to Their Adoption[EB/OL] (2002)[2011-06-21]-http://www.masie.com/standards/S3_Guide.pdf.
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⑨ Smith, P. L. & Ragan, T. J. Instructional design (3rd Ed.)[M]. Danvers, MA:John Wiley & Sons,2004.
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②Wiley, D. A. Learning object design and sequencing theory[D/OL] (2000-06)[2011-05-18]. http: //opencontent. org/docs/dissertation. pdf.
③粒性反映了学习对象是一种实体,并且有不同的类别,这种现象可以被称为粒度水、在一般的情况下,粒度较小的对象具有较高的可重用性,但同时,最小的粒度会失去可用性,也不具备重用性。
④Dcdani, M. H. The dark side of Object learning:learning object[J]. Journal of Object Technology,2002, 1(5):37-42.
⑤ Wiley, D. A., South, J. B., Bassett, J., Nelson, L. M., Seawright, L. L., Peterson, T., & Monson, D. W. (199S). Three common properties of efficient online instructional support systems[J/OL]. The ALN Magazine,1999,3(2)[2011-12-21]. http://www.aln.org/alnweb/magazine/Vol3_issue2/wiley.htm.
① MASIE Center. Making Sense of Learning Specification & Standards:A Decision Maker's Guide to Their Adoption[EB/OL] (2002)[2011-06-21]. http://www. masie. com/standards/S3_Guide.pdf.
②转引自：彭兵.基于学习对象的教学设计模型研究[D].上海：华东师范大学,2003.
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