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CTCL范式下的微视频学习资源开发与应用研究 ——以初中物理“光现象”学习单元的学习为例

【作者】 伊亮亮

【导师】 董玉琦;

【作者基本信息】 东北师范大学, 教师教育, 2018, 博士

【副题名】以初中物理“光现象”学习单元的学习为例

【摘要】 技术具有提升学习者学业水平的可能,但如何将这种可能转化为现实,却是一个需要通过实证研究来回答的问题。近年来,一种新的研究范式正在兴起,该范式主张在文化(Culture,C)视域下,将技术(Technology,T)、学习内容(Content,C)、学习者(Learner,L)相统合,以期有效改善学习,这种研究范式被称为学习技术研究范式(简称CTCL)。CTCL研究范式为我们回答上述问题提供了新的视角。而在教学活动中,技术常以学习资源的形式呈现。微视频学习资源也是一种适合承载技术的资源形态,它可以根据学习资源的设计,承载并呈现多种技术,能够为上述问题的回答提供多种可能。基于以上背景,本研究运用CTCL研究范式,以微视频学习资源作为技术的承载形式,通过实证研究,探索如何运用技术开发能够有效提升学习者学业水平的微视频学习资源,尝试对前述问题提供一种可能的回答。研究以初中物理“光现象”单元的学习为例,围绕“如何运用技术开发能够有效提升学习者学业水平的微视频学习资源”这一核心问题,从以下四个方面开展研究:第一,CTCL范式下的微视频学习资源开发理论。这部分包括两个子问题:一是,如何建构理论?二是,理论具有怎样的内涵与表述?第二,根据开发理论建构微视频学习资源设计的模型。这部分也包括两个子问题:一是,模型具有怎样的结构和功能?二是,模型如何使用?第三,初中物理“光现象”微视频学习资源的开发实践。该部分也包含两个子问题:一是,开发路径有哪些阶段和步骤?二是,开发理论能否指导开发的实践?第四,通过等组前后测准实验研究,对研究所开发的微视频学习资源提升学习者学业水平的有效性进行检验。围绕这四个方面的研究内容,本研究根据对学习者“光现象”前概念的测查与分析,发现视觉局限对学习者科学观念的建构存在负面影响。随后,研究提出了以“从生理到心理,从感知到认知”为机理、借助技术对学习者的视觉局限进行生理与心理双重补偿的视觉局限补偿(Compensation for Visual Limitations,简称CVL)理论;建构了“三层次、六功能”的CVL微视频学习资源设计的模型,并详细说明了模型的应用方法;设计了“三阶段、九步骤”的CVL微视频学习资源的开发路径。研究还运用上述理论、模型和路径,开发了一组初中物理“光现象”微视频学习资源,并通过等组前后测准实验研究,对研究所开发的微视频学习资源的应用效果进行了检验。实验结果显示,研究所开发的微视频学习资源能够有效促进学习者的概念转变,显著提升学习者的学业水平。全文共分为七章:第一、二、三章主要对研究的背景、研究问题、研究综述、研究设计等内容进行了阐述。第四章是本文的核心章节,详细阐述了视觉局限补偿理论的由来、视觉局限补偿理论的内涵和机理、CVL微视频学习资源设计的模型的结构、功能和应用方法、CVL微视频学习资源开发的路径等。第五章介绍了根据视觉局限补偿的理论、模型和开发路径,所进行的CVL微视频学习资源开发的实践案例。第六章介绍了通过等组前后测准实验研究对微视频学习资源的应用效果所进行的检验。第七章简要呈现了研究的结论、研究的创新之处、研究不足和研究的展望。

【Abstract】 It is generally accepted that technology has the potential to improve learners’ achievement.But how to turn this potential into reality is a question that needs to be answered through empirical research.In recent years,a new paradigm of educational technology research called CTCL is presented,which integrates technology,content,and learners from the perspective of social culture.The CTCL research paradigm provides us with a new perspective to answer this question.In classroom,technology is often presented in the form of learning resources.According to the design of learning resources,it could present a variety of techniques in learning resources,and provide a variety of possibilities for answering the question.In this study,we will conduct an empirical study by using the CTCL paradigm and making micro-video learning resources as containers of technology.Explore how to use technology to develop micro-video learning resources that can effectively improve learners’ academic performance and try to provide a possible answer to the question.In this study,we take the learning of “Optical Phenomenon” unit in junior middle school as an example,study the following four aspects and try to solve the research question.First,what is the theory of micro-video learning resource development under the CTCL paradigm? How to construct the theory? Second,what is the structure and function of the model of micro-video learning resource design in junior high school of Optical Phenomenon.How to use the model? Third,what is the development path of high school physics optical phenomena micro-video learning resources? Is the development path operational? Fourth,can those micro-video learning resources which we have developed,improve students’ performance?Around these four aspects,the study investigates and analyzes the students’ preconceptions that are related to Optical Phenomenon.It found that visual limitations have a negative impact on the construction of scientific ideas.This study constructs the theory of compensation for visual limitations(CVL),which uses the mechanism of“ from physiology to psychology,from perception to cognition”to provide students with physical and psychological compensation by technology.In order to change learners’ misconception from the source,this paper proposed a Micro-Video Resources Design Model Based on Compensation for Visual Limitations and designed the development path of CVL micro video learning resources.Using this model,this study developed a series of micro-video resources regarding Optical Phenomenon.A quasi experimental study wasconducted 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.This article contains seven chapters:The first,second and third chapters mainly show the background of the research,the research questions,the research summary,and the research design.The fourth chapter is the core of this article.This part elaborates the origin of CVL theory,the connotation of CVL theory,the structure,function and application method of CVL micro-video learning resource design,the path of CVL micro-video learning resource development.The fifth chapter is based on CVL theory,model and development path,to develop micro-video learning resources for Optical Phenomenon.Chapter 6 introduces the design,the hypothesis test and the conclusion of the study of quasi-experimental research.Chapter 7 briefly presents the conclusions of the research,the innovation of the research,the lack of research and the prospect of the research.

【关键词】 CTCL学习资源微视频光现象
【Key words】 CTCLLearning ResourcesMicro-videoOptical Phenomena

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  • 【网络出版投稿人】 东北师范大学
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