思维导图阅读中的情感模型实证研究

权国龙¹ 陈金艳² 张诗淇² 陈明选³

（1.江南大学 教育学院，江苏 无锡 214122；2.江南大学 教育技术系，江苏 无锡 214122；3.江南大学 教育信息化研究中心，江苏 无锡 214122）

【摘 要】情感在教育技术应用中扮演动力角色。情感在调节技术对理解的作用过程时如何产生变化，与理解过程又是如何相互作用的？对这一问题的解答有助于理解、设计和改进教育技术进而增强其应用效能。在阅读活动中应用思维导图，并利用情感测量、访谈内容分析、思维导图测量等方法，可以揭示主体情感的变化及情感与理解的交互作用原理。分析表明，成就效能感是阅读理解反作用于主体情感的主要应力因子；情感与理解之间主要通过投入水平、成就效能感产生相互作用并交相共轭。研究认为，情感是可视化理解中发挥技术效能、达成教学目的的“先行”因素，它产生于技术的外在形态特点，稳定于技术的内在功能效用，发展于应力因子的变化之中。而思维导图所代表的学习技术，其形态与功能特征通过应力因子使主体内驱力增强，并使其情感得到重塑。研究对融合情感的教学设计与实施及高质量资源与工具的开发及应用具有重要的指导价值。

【关键词】情感模型；思维导图；阅读理解；应力因子；阅读教学

An Empirical Study on Affective Model in Reading Teaching with Mind Mapping

QUAN Guolong¹ CHEN Jinyan² ZHANG Shiqi² and CHEN Mingxuan³

（1. School of Education, Jiangnan University, Wuxi 214122, China; 2. Department of Educational Technology,Jiangnan University, Wuxi 214122, China; 3. Research Center of Educational Informatization, Jiangnan University, Wuxi 214122, China）

Abstract：Affects play a driving role in the application of educational technology. How does affect change when it regulates the effect of technology on understanding, and how does it interact with the understanding process? Answers to this question help to understand, design and improve educational technology to enhance its application effectiveness. Using the methods of affect measurement, interview content analysis, and mind map measurement in the reading practice supported by mind mapping can reveal the changes of affect and the interaction principle between affects and understanding. Analysis showed that self-efficacy is the main mediating factor that reacts to the subject’s affects in reading comprehension; affect and understanding are mainly interacted and conjugated through the level of engagement and achievement efficacy. Research showed that affect is the“advanced”factor in visual understanding to exert technical efficiency and achieve teaching goals. It arises from the external form characteristics of technology, stabilizes by the internal functional utility of technology, and develops in the change of stress factors. For learning technology represented by the mind map, its form and functional characteristics enhance the internal drive of the subject through stress-responding factors and reshape its affects. It is expected that this research could guide mixed affect teaching design and implementation, as well as the development and application of high-quality resources and tools.

Keywords：affective model; mind mapping; reading comprehension; mediating factor; reading teaching

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