摘要
文章以唐纳德的情感化设计三层次目标理论为指导,构建模拟型微课情感化设计的要素模型,据此设计并开发初中语文微课,应用于教学实践以检验其设计与开发的效果。研究结果表明,微课能明显激发学习者的积极情感体验,学习者的情绪智力与对微课的积极情感体验成显著正相关,与对微课的消极情感体验多数成显著负相关,这说明以唐纳德的情感化设计三层次目标理论为指导所开发的微课能实现提高学习者积极情感体验的目的。这些结果将有助于改进模拟型微课情感化设计要素模型,为模拟型微课的情感化设计提供有益借鉴。
The element model for the emotional design of animated micro-lecture was constructed in this paper under the guidance of Donald＇s three-level goals theory of emotional design. The micro-lecture of junior high school Chinese was developed based on this model, and its effect was tested by being applied in teaching practice. Research results shown that micro-lecture can obviously stimulate the learners＇ positive emotional experience. Meanwhile, the learners＇ emotion intelligence was significantly related to their positive emotion experience of micro-lecture, while the learners＇ emotion intelligence was negatively correlated with their negative emotion experience of micro-lecture. This shown that the developed micro-lecture can achieve the purpose of improving learners＇ positive emotion experience. These results will be helpful to improve the element model for the emotional design of animated micro-lecture, and provide useful reference for the emotional design of animated micro-lecture.
作者
杨御仿
王广新
刘兴波
YANG Yu-fang WANG Guang xin LIU Xing-bo(School of Communication. Shandong Normal University, Jinan, Shandong, China 250014)
出处
《现代教育技术》
CSSCI
2016年第12期58-64,共7页
Modern Educational Technology
关键词
模拟型微课
情感化设计
三层次目标
animated micro-lecture
emotional design
three-level goals
