【作 者】：
杨九民， 喻邱晨， 李 妍， 方 睿， 李妮辰
【关 键 词 】：
自定步调； 学习者控制； 学习策略； 多媒体学习； 系统综述
【栏 目】：
课程与教学
【中文摘要】：
多媒体学习领域正从“以教为主”的优化设计研究转向“以学为主”的应用策略研究。研究旨在探讨自定步调学习策略在多媒体学习领域的应用特征与研究进展。研究围绕发文趋势与研究情境、理论框架与研究内容、研究设计与效果评价三个维度构建分析框架，并对国外28篇实证研究文献进行系统综述。研究发现，自定步调学习策略的研究发文量呈逐年增长态势，主要集中在高等教育情境中。自定步调学习策略研究多依托认知负荷理论和多媒体学习认知理论等重要理论基础，围绕自定步调学习策略的有效性、特定学习行为（序列）的作用、缓解多媒体学习中的消极影响以及如何优化自定步调学习策略四个核心内容展开。其中，多数研究通过验证性实验，考虑先验知识和工作记忆等个体差异，并采用自报告问卷和知识测试来评估认知负荷及学习效果（保持和迁移）等因变量。基于以上发现，文章从拓展研究内容、丰富研究范式和创新研究路径三个方面提出具体建议。
【英文摘要】：
In the field of multimedia learning, the research is shifting from the "teacher-centered" optimization design to the "student-centered" application strategy. This study aims to investigate the application characteristics and research progress of self-paced learning strategies in multimedia learning. An analytical framework is constructed around three dimensions of publication trends and research contexts, theoretical frameworks and research contents, and research designs and effectiveness evaluations. And a systematic review of 28 international empirical research literature from abroad is conducted. It is found that researches on self-paced learning strategies have been increasing annually, with a predominant focus on the context of higher education. The researches mostly rely on important theoretical foundations such as cognitive load theory and the cognitive theory of multimedia learning, and are carried out around four core contends: the effectiveness of self-paced learning strategies, the role of specific learning behaviors(sequences), the mitigation of negative effects in multimedia learning, and the optimization of self-paced learning strategies. Confirmatory experiments are employed in most researches, considering individual differences such as prior knowledge and working memory, and self-report questionnaires and knowledge tests are used to assess dependent variables, including cognitive load and learning effect (retention and transfer). Based on these findings, this paper proposes specific recommendations from three aspects: expanding research contents, enriching research paradigms, and innovating research approaches.