材料呈现方式对阅读困难儿童多媒体学习效果的影响
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摘要
在多媒体学习日益普遍的今天,如何帮助阅读困难儿童提高他们的阅读成绩是教育工作者们需要探讨的问题之一。本研究立足于阅读困难工作记忆缺陷理论和认知负荷理论,在已有研究基础上,着重考察不同呈现方式对阅读困难儿童多媒体学习效果的影响,并与阅读优秀儿童的学习效果进行比较,考察不同呈现方式对哪类儿童的影响更大,以期找到有效提高阅读困难儿童多媒体学习效果的途径,为多媒体教学设计提供一些理论基础,也对认知负荷理论进行巩固和扩充。
本研究设计了两个实验,目的在于分别考察学习自然科学性质的材料和人文科学性质的材料时,文字图片分开呈现、文字图片临近呈现、图片语音结合呈现哪种呈现方式效果最好,且对哪类阅读水平的学生影响更大。两个实验都采用呈现方式3(文字图片分开、文字图片临近、语音图片结合)×阅读水平2(阅读困难、阅读优秀)被试问实验设计。
实验结果发现:
1.对两种阅读水平的学习者来说,材料信息临近呈现和图片语音结合呈现都是有效的多媒体呈现方式,能显著提高学习者阅读成绩;
2.呈现方式与阅读水平存在交互作用。与阅读优秀学生相比,临近原则和感觉通道原则对阅读困难学生的促进作用更大,成绩提高更显著;
3.呈现方式与材料性质之间存在交互作用。当学习自然科学性质的材料时,临近原则效果更好;当学习为人文科学性质的材料时,感觉通道原则效果更好。
Today, Multimedia learning is one of the most important study path., while educators focused on how to help reading disability children improving their reading efficiency. This resarch based on cognitive load theory, theory of the disability of working memory with reading disability children, and known researches,investigated the influence of different prsentation format to reading disability children.And compared the influence to top reading ability children.
This study designed two experiments. And to investigate when study physical science and literae humaniores material which fomat is the best onertext-illustration separated format, text-illustration integrated format and illustration-narration integrated format. And there is any diffrence between reading disability children and the top reading ability children. The two experiments both adopted 3×2 between-subjects design. We got the following conclusion:
First, to all students, text-illustration integrated format and illustration -narration integrated format are better presentation format, could improved reading efficiency;
Second, there were significantly interaction between presentation and reading efficiency.Reading disability children gained more from contiguity principle and modality principle;
Third, there were significantly interaction between presentation and material character. When study physical science material, contiguity principle was more significant,but when study literae humaniores material, modality principle was more significant.
本研究设计了两个实验,目的在于分别考察学习自然科学性质的材料和人文科学性质的材料时,文字图片分开呈现、文字图片临近呈现、图片语音结合呈现哪种呈现方式效果最好,且对哪类阅读水平的学生影响更大。两个实验都采用呈现方式3(文字图片分开、文字图片临近、语音图片结合)×阅读水平2(阅读困难、阅读优秀)被试问实验设计。
实验结果发现:
1.对两种阅读水平的学习者来说,材料信息临近呈现和图片语音结合呈现都是有效的多媒体呈现方式,能显著提高学习者阅读成绩;
2.呈现方式与阅读水平存在交互作用。与阅读优秀学生相比,临近原则和感觉通道原则对阅读困难学生的促进作用更大,成绩提高更显著;
3.呈现方式与材料性质之间存在交互作用。当学习自然科学性质的材料时,临近原则效果更好;当学习为人文科学性质的材料时,感觉通道原则效果更好。
Today, Multimedia learning is one of the most important study path., while educators focused on how to help reading disability children improving their reading efficiency. This resarch based on cognitive load theory, theory of the disability of working memory with reading disability children, and known researches,investigated the influence of different prsentation format to reading disability children.And compared the influence to top reading ability children.
This study designed two experiments. And to investigate when study physical science and literae humaniores material which fomat is the best onertext-illustration separated format, text-illustration integrated format and illustration-narration integrated format. And there is any diffrence between reading disability children and the top reading ability children. The two experiments both adopted 3×2 between-subjects design. We got the following conclusion:
First, to all students, text-illustration integrated format and illustration -narration integrated format are better presentation format, could improved reading efficiency;
Second, there were significantly interaction between presentation and reading efficiency.Reading disability children gained more from contiguity principle and modality principle;
Third, there were significantly interaction between presentation and material character. When study physical science material, contiguity principle was more significant,but when study literae humaniores material, modality principle was more significant.
引文
[1]孟祥芝,舒华.汉语儿童阅读障碍研究.心理发展与教育,1994,4:54-59。
[2]Donalad.D,Hammill.H.Teaching student with leaming and Behavior Problems.Adivisio of Simon&Schuster,1990:97-126。
[3]刘娜.对识字困难型阅读障碍儿童的干预研究:[硕士学位论文].华中师范大学,2006。
[4]Jeroen J.G,Van Merrienboer Paul Ayres.Research on Cognitive Load Theory and Its Design Implications For E-Learning.ETR&D,2005,53:5-13。
[5]Baddeley AD.Theep is odic buffer:a new component of working memory? Trends in Cognitive Sciences,2000,4:417-423。
[6]Wagner RK,Torgesen JK,Laughon P,etal.Development of young readers' phonological processing abilities.Educational psychology,1993,85:83-103。
[7]Just MA,Carpenter PA.A capacity theory of comparehension:individual differences in working memory.Psychological Review,1992,99:122-149。
[8]程灶火,龚耀先.学习障碍儿童记忆的比较研究.中国临床心理学,1998,6(3):129-135。
[9]Swanon HL.Indibidual and age-related differences in children's working memory.Memory and Cognition,1996,24:70-82。
[10]Jorm AF.Specific reading retardation and working memory:A review.British Journal of Psychology,1983,74:311-342。
[11]Swanson HL,Mink J,Bocian KM.Cognitive processing deficits in poor readers with symptoms of reading disabilities and ADHD:More alike than different? Educational psychology,1999,91:321-333。
[12]朱冽烈,许政援,孔瑞芳.学习困难儿童的注意＼行为特点及同 伴关系的研究.心理科学,2000,23(5):556-559。
[13]Sweller,J.Implictions of cognitive load theory for multimedia learning.Cambrige handbook of multimedia learning,2005.19-30.。
[14]龚德英.多媒体学习中增加相关认知负荷影响学生学习的实验研究:[硕士论文].西南师范大学,2005。
[15]王恩国,刘昌.阅读困难儿童工作记忆研究的新进展.中国临床心理学杂志,2005,13(1):118-121。
[16]Mayer,R.E,Moreno,R.Nine ways to reduce cognitive load in multimedia learning.Educational Psychology,2003(1):235-259。
[17]Mayer,R.E.Systematic thinking fostered by illustrations in scientific text.Journal of Educational Psychology.1989(81):240-246。
[18]Mayer,R.E.Multimedia learning:Are we asking the right questions?Educational Psychologist.1997(32):1-19。
[19]Chandler.D,Sweller.J.Why some material is difficult to learn.Cognition and Instruction.1994(12):185-233。
[20]Egbert G.Harskamp,Mayer.R.E.Does the modality principle for multimedia learning apply to science classrooms? Learning and Instrction.2007(17):465-477.
1.Roland Brunken,Susan Steinbacher,Jan L.Plass.Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Mathodology.Experimental Psychology2002,49(2):109-119。
2.陈铮.信息呈现方式和学生认知风格对多媒体环境下科学学习效果影响的实验研究:[硕士学位论文].西南师范大学,2004。
3.邹金利.不同识字水平汉语儿童视觉空间认知特点的研究:[硕士学位论文].陕西师范大学,2005。
4.吴思娜,舒华.4-6年级小学生发展性阅读障碍的异质性研究.心理发展与教育,2004,3:46-49。
5.陈雅丽,陈宝国.儿童句法意识与阅读能力发展的关系.心理科学新进展,2004,14(1):53-59。
6.刘翔平,刘文理等.儿童识字能力与汉字规则意识关系研究.中国特殊教育,2006(1):56-61。
7.张明,沈毅.工作记忆与理解关系的研究与展望.东北师大学报,2002(2):121-127。
8.王丽燕,丁锦红.工作记忆中的语音回路与阅读理解的关系.心理学进展,2003,11(3):303-309。
9.陈雪枫,高尚仁.关于英文阅读困难的研究综述.心理科学,2001,24(2):205-208。
10.缴润凯,路海东.国外儿童阅读困难的原因及教学干预研究述评.东北师大学报,2003,3:130-135。
11.姜涛,彭聃龄.汉语儿童的语音意识及阅读能力高低读者的差异.心理学报,1999,31(1):60一68。
12.王燕.汉语儿童阅读能力发展中的语音加工技能研究.心理学进展,2004,12(4):484-489。
13.龚少英,彭聃龄.句法意识的发展及其与阅读理解关系的研究.心理科学,2005,28(3):754-756。
14.孟祥芝,沙淑颖,周晓林.语音意识、快速命名与中文阅读.心理科学,2004,24(6):1326-1329。
15.Katrien De Westelinck,Martin Valcke.Multimedia learning in social sciences:limitations of external graphical representations.Computers in Human Behavior,2005,21:555-573。
16.Dominique Deviterne etc.Added cognitive load through rotary auditory stimulation can improve the quality of postural control in the elderly.Brain Research Bulletin,2005,64:487-492。
17.Duncan Pawley etc.Translating Words Into Equations:A cognitive load theory approach.Educational Psychology,2005,25(1):75-97。
18.The Cambridge Handbook of Multimedia Learning.New York:Combridge University Press,2005。
19.McKenna,M.C,Reinking,D.,The effects of electronic trade books on the deoding grwth of beginning readers.Literacy acquisition:The role of phonology,morphology,and orthography.2003,193-202。
20.张亚静.工作记忆中的语音环路对汉语阅读理解的影响:[硕士学位论文].河北师范大学,2006。
21.刘翔平,候典牧,杨双.阅读障碍儿童汉字认知特点研究.心理发展与教育,2004(2):7-11。
22.舒华,曾红梅.儿童对汉字结构中语音线索的意识及发展.心理学报,1996,28(2):160-165。
23.丁玎,刘翔平,李烈.阅读障碍儿童识字特点研究.心理发展与教育,2002,2:64-67。
24.曾宝春.阅读障碍儿童工作记忆的研究:[硕士学位论文].华南师范大学,2003。
25.李伟健,李锋盈.附加问题对不同类型学生阅读理解影响的实验研究.心理科学,2005,28(3):584-587。
26.杨双,刘翔平.文章标记对阅读理解困难学生信息保持的促进研究.心理发展与教育,2004,4:56-60。
[2]Donalad.D,Hammill.H.Teaching student with leaming and Behavior Problems.Adivisio of Simon&Schuster,1990:97-126。
[3]刘娜.对识字困难型阅读障碍儿童的干预研究:[硕士学位论文].华中师范大学,2006。
[4]Jeroen J.G,Van Merrienboer Paul Ayres.Research on Cognitive Load Theory and Its Design Implications For E-Learning.ETR&D,2005,53:5-13。
[5]Baddeley AD.Theep is odic buffer:a new component of working memory? Trends in Cognitive Sciences,2000,4:417-423。
[6]Wagner RK,Torgesen JK,Laughon P,etal.Development of young readers' phonological processing abilities.Educational psychology,1993,85:83-103。
[7]Just MA,Carpenter PA.A capacity theory of comparehension:individual differences in working memory.Psychological Review,1992,99:122-149。
[8]程灶火,龚耀先.学习障碍儿童记忆的比较研究.中国临床心理学,1998,6(3):129-135。
[9]Swanon HL.Indibidual and age-related differences in children's working memory.Memory and Cognition,1996,24:70-82。
[10]Jorm AF.Specific reading retardation and working memory:A review.British Journal of Psychology,1983,74:311-342。
[11]Swanson HL,Mink J,Bocian KM.Cognitive processing deficits in poor readers with symptoms of reading disabilities and ADHD:More alike than different? Educational psychology,1999,91:321-333。
[12]朱冽烈,许政援,孔瑞芳.学习困难儿童的注意＼行为特点及同 伴关系的研究.心理科学,2000,23(5):556-559。
[13]Sweller,J.Implictions of cognitive load theory for multimedia learning.Cambrige handbook of multimedia learning,2005.19-30.。
[14]龚德英.多媒体学习中增加相关认知负荷影响学生学习的实验研究:[硕士论文].西南师范大学,2005。
[15]王恩国,刘昌.阅读困难儿童工作记忆研究的新进展.中国临床心理学杂志,2005,13(1):118-121。
[16]Mayer,R.E,Moreno,R.Nine ways to reduce cognitive load in multimedia learning.Educational Psychology,2003(1):235-259。
[17]Mayer,R.E.Systematic thinking fostered by illustrations in scientific text.Journal of Educational Psychology.1989(81):240-246。
[18]Mayer,R.E.Multimedia learning:Are we asking the right questions?Educational Psychologist.1997(32):1-19。
[19]Chandler.D,Sweller.J.Why some material is difficult to learn.Cognition and Instruction.1994(12):185-233。
[20]Egbert G.Harskamp,Mayer.R.E.Does the modality principle for multimedia learning apply to science classrooms? Learning and Instrction.2007(17):465-477.
1.Roland Brunken,Susan Steinbacher,Jan L.Plass.Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Mathodology.Experimental Psychology2002,49(2):109-119。
2.陈铮.信息呈现方式和学生认知风格对多媒体环境下科学学习效果影响的实验研究:[硕士学位论文].西南师范大学,2004。
3.邹金利.不同识字水平汉语儿童视觉空间认知特点的研究:[硕士学位论文].陕西师范大学,2005。
4.吴思娜,舒华.4-6年级小学生发展性阅读障碍的异质性研究.心理发展与教育,2004,3:46-49。
5.陈雅丽,陈宝国.儿童句法意识与阅读能力发展的关系.心理科学新进展,2004,14(1):53-59。
6.刘翔平,刘文理等.儿童识字能力与汉字规则意识关系研究.中国特殊教育,2006(1):56-61。
7.张明,沈毅.工作记忆与理解关系的研究与展望.东北师大学报,2002(2):121-127。
8.王丽燕,丁锦红.工作记忆中的语音回路与阅读理解的关系.心理学进展,2003,11(3):303-309。
9.陈雪枫,高尚仁.关于英文阅读困难的研究综述.心理科学,2001,24(2):205-208。
10.缴润凯,路海东.国外儿童阅读困难的原因及教学干预研究述评.东北师大学报,2003,3:130-135。
11.姜涛,彭聃龄.汉语儿童的语音意识及阅读能力高低读者的差异.心理学报,1999,31(1):60一68。
12.王燕.汉语儿童阅读能力发展中的语音加工技能研究.心理学进展,2004,12(4):484-489。
13.龚少英,彭聃龄.句法意识的发展及其与阅读理解关系的研究.心理科学,2005,28(3):754-756。
14.孟祥芝,沙淑颖,周晓林.语音意识、快速命名与中文阅读.心理科学,2004,24(6):1326-1329。
15.Katrien De Westelinck,Martin Valcke.Multimedia learning in social sciences:limitations of external graphical representations.Computers in Human Behavior,2005,21:555-573。
16.Dominique Deviterne etc.Added cognitive load through rotary auditory stimulation can improve the quality of postural control in the elderly.Brain Research Bulletin,2005,64:487-492。
17.Duncan Pawley etc.Translating Words Into Equations:A cognitive load theory approach.Educational Psychology,2005,25(1):75-97。
18.The Cambridge Handbook of Multimedia Learning.New York:Combridge University Press,2005。
19.McKenna,M.C,Reinking,D.,The effects of electronic trade books on the deoding grwth of beginning readers.Literacy acquisition:The role of phonology,morphology,and orthography.2003,193-202。
20.张亚静.工作记忆中的语音环路对汉语阅读理解的影响:[硕士学位论文].河北师范大学,2006。
21.刘翔平,候典牧,杨双.阅读障碍儿童汉字认知特点研究.心理发展与教育,2004(2):7-11。
22.舒华,曾红梅.儿童对汉字结构中语音线索的意识及发展.心理学报,1996,28(2):160-165。
23.丁玎,刘翔平,李烈.阅读障碍儿童识字特点研究.心理发展与教育,2002,2:64-67。
24.曾宝春.阅读障碍儿童工作记忆的研究:[硕士学位论文].华南师范大学,2003。
25.李伟健,李锋盈.附加问题对不同类型学生阅读理解影响的实验研究.心理科学,2005,28(3):584-587。
26.杨双,刘翔平.文章标记对阅读理解困难学生信息保持的促进研究.心理发展与教育,2004,4:56-60。