多媒体教学设计原则在数字化学习中的实践

梅耶的多媒体学习研究是由基本假设、学习科学、教学科学和应用领域构成的严谨科学体系,是一门扎根于理论的循证科学,其最终落脚点在于指导教学实践,促进和优化教学。数字化学习是多媒体学习科学研究重要的实验场和应用领域,梅耶及其同事紧紧抓住数字化学习的内涵,提出了基于信息获取的接受学习、基于反应强化的训练学习和基于知识建构的引导发现学习三种层次递进的学习方式。在这三种数字化学习的实践中,多媒体原则、一致性原则、接近原则、人性化原则、分段原则和前训原则具有普遍适用性。而辅助性示例原则和训练原则则非常适用于以程序性知识为焦点的训练型数字化学习。在以问题解决为焦点的引导发现型学习中,游戏与仿真型学习和网络在线协作学习最能体现问题解决的本质。

The Application of Instrucrtional Design Principles for Multimedia Learning in E -Learning

Mayer＇ s Multimedia Learning study is a rigorous scientific system consisting of fundamental as- sumptions, science of learning, science of instruction and practical fields. As a theoretically grounded and evidence -based science, the pursuit of Multimedia Learning research is to improve teaching and learning in practice. E - learning is one of the most significant fields for multimedia learning research and practice. Richard Mayer and his colleagues explore the concept of e - learning and propose three progressive E -leaming approaches, including re- ception learning based on information acquisition, directive learning based on Response -Strengthening, and guided discovery learning based on knowledge construction. In the practice of all three approaches, multimedia, contiguity, coherence, personalization, segmentation and pre- training are universal principles. The auxiliary ex- ample principle and practice principle are especially applicable for performing e -learning which focuses on proce- dural knowledge ; as for guided discovery ｜eaming which focuses on problem solving, learning through games, simu- lation and online collaboration is powerful to facilitate the process of problem solving.