【作 者】：
杨九民， 苟江凤， 李巧茹， 刘彩霞， 皮忠玲
【关 键 词 】：
学习策略； 教学视频； 动作技能； 学习效果
【栏 目】：
课程与教学
【中文摘要】：
随着互联网技术的快速发展，视频学习被广泛应用于各个领域，动作技能类视频的学习也备受关注。研究基于眼动追踪技术，探究了三种学习策略（想象、动作表现和言语表现）对中学生动作技能类视频学习效果、学习体验、学习判断和视觉注意的影响。结果发现：相比于想象组，动作和言语表现组的动作技评成绩最高、对视频材料的总注视时间最长；动作表现组认知负荷和发球得分更高。进一步中介分析发现，动作表现组通过提高学习判断、言语表现组通过增强学习动力以提高动作技能水平。以上结果表明，动作和言语表现策略不仅使学生获得了更高的动作技评成绩，而且提高了学生对视频内容的注意资源投入。此外，动作表现策略能够提高学习判断、言语表现策略能够增强学习动力以习得更好的动作技能。因此，未来在动作技能类视频学习中，应结合动作表现和言语表现策略以提高其学习效果。
【英文摘要】：
With the rapid development of Internet technology, video learning has been widely used in various fields, and video learning of motor skills has also attracted much attention. Based on eye-tracking technology, this study explores the impact of three learning strategies (imagination, action performance and verbal performance) on learning performance, learning experience, learning judgment, and visual attention in middle school students' video learning of motor skills. The results find that, compared to the imagination group, the action and verbal performance group have the highest performance on motor skills assessment and the longest total gaze time on video materials, and the action performance group has higher cognitive load and scores. Further mediation analysis reveals that the action performance group improve their motor skills by increasing their learning judgments and the verbal performance group by enhancing their motivation to learn. These results suggest that the action and verbal performance strategies not only enable the learners to obtain higher scores in motor skills assessment, but also improve the learners' attention input to the video content. In addition, the action performance strategy can improve learning judgments and the verbal performance strategy can enhance motivation to acquire better motor skills. Therefore, in the future, action performance and verbal performance strategies should be combined in videos of motor skills to improve their learning performance.
【下 载】：
学习策略对中学生动作技能类视频学习的影响及作用机制