【作 者】：
孙田琳子， 沈书生
【关 键 词 】：
理解； 视频学习资源； 资源内容设计； 解释学； 学习过程
【栏 目】：
学习环境与资源
【中文摘要】：
视频是在线课程的主要呈现形式，如何设计出更易于学生理解的视频学习资源是互联网时代提出的新需求。文章分析了当下视频学习资源的理解需求与现实困境，并借助解释学理解理论建构出面向理解的视频学习资源内容设计框架。研究提出资源设计者应关注视频的中介价值，立足过程设计视角，通过“预理解”“多理解”和“融理解”三个理解阶段，以及知识铺垫、情境导入、问题展开、知识应用和协作互评五个内容环节，逐步促进学生对视频学习资源内容的理解；最后，通过具体的教学案例解释该设计框架的运用路径。研究表明，该设计框架有助于学生对视频内容的理解，教学者应意识到如今视频学习资源的角色转换，挖掘其中的中介文本价值，以促进在线学习的理解效果。
【英文摘要】：
Video is the main form of online courses. How to design video learning resources that are easier for students to understand is a new requirement in the information age. This paper analyzes theunderstanding needs and practical dilemmas of current video learning resources, and constructs a framework for understanding the content of video learning resources with the help of hermeneutic theory. It is proposed that resource designers should pay attention to the mediation value of video and be based on the perspective of process design. And students' understanding of the content of video learning resources can be gradually promoted through three stages of "pre-understanding", "multi-understanding" and "integrated understanding", as well as five links of knowledge preparation, situation introduction, problem development, knowledge application and collaborative mutual evaluation. Finally, the application path of the design framework is explained through specific teaching case. The research shows that the design framework helps students understand the video content and instructors should be aware of the role transformation of video learning resources and explore their intermediary text value to promote the understanding of online learning.