学生生成概念图与自由回忆在视频学习中的作用
谭丽苹1 黄雯雯2 郎悦茹1 龚少英1*
（1.华中师范大学 心理学院，湖北 武汉，430079；2.杭州临平塘栖第二中学，浙江 杭州，311100）
【摘 要】随着现代信息技术与教育的结合，视频学习已经成为中小学课外学习的重要资源，其效果也备受关注。以九年级化学课中“化学键”为学习主题，研究采用单因素两水平准实验设计的方法探究了两种学习策略对中学生视频学习的影响。结果发现：生成概念图组学生的外部认知负荷显著高于自由回忆组，而两组在内部认知负荷和相关认知负荷上无显著差异。在学习表现上，两组在保持和迁移成绩上没有显著差异。进一步分析发现，生成概念图组的保持成绩与概念图质量呈正相关，主要表现在连线得分上，但迁移成绩与概念图质量之间并未发现显著的相关关系。因此，未来在视频学习环境中，应进一步探索如何优化概念图的生成策略，以减轻学生的外部认知负荷，同时有效提升其保持和迁移成绩。
【关键词】学习策略；教学视频；自由回忆；生成概念图；学习效果
The Role of Student-Generated Concept Maps and Free Recall in Video-Based Learning
TAN Liping1, HUANG Wenwen2, LANG Yueru1 and GONG Shaoying1*
（1. School of Psychology, Central China Normal University, Wuhan 430079, China; 2. Hangzhou Tangqi High School, Hangzhou 311100, China)
Abstract: With the integration of modern information technology and education, instructional video-based learning has become an crucial resource for extracurricular learning in primary and secondary schools, with its effectiveness attracting researchers’attention. Focusing on the topic of“chemical bonds”in ninth-grade chemistry curriculum, this study adopted a single-factor two-level quasi-experimental design to explore the effects of two learning strategies (free recall and concept map generation) on secondary school students’ instructional video-based learning. The results showed that the external cognitive load of students in the concept map generation group was significantly higher than that of the free recall group, while no significant difference was observed in internal cognitive load and germane cognitive load between the two groups. Regarding learning performance, there were no significant differences in retention and transfer test scores between the two groups. Further analysis revealed that retention performance in the concept map generation group was positively correlated with concept map quality, particularly manifested in connection score, whereas no significant correlation was found between transfer performance and concept map quality. Therefore, future instructional video-based learning research environments should further explore strategies to optimize concept map generation, aiming to reduce students’external cognitive load while effectively enhancing their retention and transfer performance.
Keywords: learning strategy; instructional videos; free recall; concept map generation; learning performance
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