基于认知理论的慕课视听设计
摘要
视听内容的呈现方式影响人的认知过程,因此,慕课不是简单的讲授录制,其设计应充分考虑学习者的认知心理。文章指出现有课程视听设计中存在的认知过程受阻、情感传达不足、模板化设计等问题,并结合认知理论提出可行的改善方案,旨在为慕课及其它在线课程内容的设计者与制作者提供实践的理论依据。
Learning experience is closely related to teaching methods and audio-visual presentation styles. This paper proposes the view that the audio-visual content of the course is not a simple recording of lectures, but newly designed ones taking cognitive processes into account. This paper also proposes a general rule for designing based on learners' demands and the theory of cognitive psychology.
Learning experience is closely related to teaching methods and audio-visual presentation styles. This paper proposes the view that the audio-visual content of the course is not a simple recording of lectures, but newly designed ones taking cognitive processes into account. This paper also proposes a general rule for designing based on learners' demands and the theory of cognitive psychology.
引文
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[7][美]诺曼.情感化设计[M].付秋芳,程进三,译.北京:电子工业出版社,2005:118.
[2]Guàrdia L,Maina M,SangràA.MOOC design principles.A Pedagogical Approach from the Learner's Perspective[J].J.eLearning Papers,2013:33.
[3][美]鲁道夫·阿恩海姆.视觉思维[M].李泽厚,主编.滕守尧,译.北京:光明日报出版社,1987:69.
[4][美]斯滕伯格,[美]威廉姆斯.教育心理学[M].北京:中国轻工业出版社,2003:254.
[5]Sweller J.Cognitive load during problem solving:Effects on learning[J].Cognitive Science,1988:257-285.
[6][美]Marilee Sprenger.脑科学与教育应用研究中心译.脑的学习与记忆[M].北京:中国轻工业出版社,2005:91.
[7][美]诺曼.情感化设计[M].付秋芳,程进三,译.北京:电子工业出版社,2005:118.