【作 者】：
杨九民， 章 仪， 徐 珂， 皮忠玲
【关 键 词 】：
视频学习； 生成性学习策略； 学习成绩； 学习效率； 学习判断
【栏 目】：
网络教育
【中文摘要】：
随着互联网技术和数字技术的迅猛发展，视频成为学习者在线学习的重要途径之一。研究表明，学习者作为学习活动的主体，其采用的学习策略是影响视频学习质量的重要因素之一。基于对视频学习策略的思考，研究探究了相比于重复观看（控制组），三种生成性学习策略（想象策略、绘图策略和自我解释策略）对学习者心理努力、学习成绩、学习效率和学习判断的影响。结果发现：自我解释策略组表现最好，具体体现在自我解释策略组中的学习者取得了最高的学习成绩和学习判断，且相比于控制组和想象策略组，自我解释策略组的学习者是部分通过提高学习判断来提高学习成绩的。此外，学习效率的结果显示，想象策略组和自我解释策略组的学习效率均显著高于绘图策略组。以上结果表明，自我解释策略不仅能够提高学习判断和学习成绩，并且能够让学习者在投入一定心理努力的情况下达到最好的学习效果，即学习效率高。因此，教师在指导学习者进行视频学习时，应提示或帮助学习者使用自我解释策略，以提高其视频学习效果。
【英文摘要】：
With the rapid development of Internet technology and digital technology, video has become an important way for learners to learn online. Researches have shown that as the main body of learning activities, learners' learning strategies are one of the important factors affecting the quality of video learning. Based on the consideration of video learning strategies, this study explores compared to the control group, the impact of three learning strategies, imagination strategy, drawing strategy and self-explanation strategy) on learners' mental effort, academic performance, learning efficiency and learning judgement. The results find that the self-explanation strategy group performs best, for learners in the self-explanation strategy group achieve the highest academic performance and learning judgments. Moreover, compared with the control strategy group and the imagination strategy group, learners in the self-explanation strategy group improves their academic performance in part by improving their learning judgments. In addition, the results of learning efficiency show that both the imagery and self-explanation strategy groups are significantly more efficient than the drawing strategy group. Learners can achieve the best learning results with certain psychological efforts, that is, high learning efficiency. Therefore, when instructing learners in video learning, teachers should prompt or help learners to use self-explanation strategies to improve their video learning effect.