| Under the trend of the rapid development of information technology,the education field has also undergone new changes.As a new teaching means,micro-course has gradually entered the education and teaching activities.At the same time,due to the rise of virtual studios such as emerging education technology,the use of new technology development micro class research is gradually increasing,micro class design way has become domestic and foreign experts and scholars,how to be compatible with traditional teaching and new learning methods,which methods can effectively promote learners’ learning is worth further thinking.Micro course,at present,is the type of teaching resources with the highest utilization rate in education and teaching.There are many factors affecting the learning effect of learners in the design and production of micro courses,including whether the course design is reasonable and whether the content explanation is refined and accurate,which will determine the quality of micro courses to a certain extent.In the past,the research on the design and production of micro courses mainly combined micro courses with the teaching environment and put forward suggestions for improvement.However,there is a lack of attention to the production method in previous studies,and the effect of different production methods affects the effect on the learning effect of learners.The author found in the previous process of design and production of micro-courses,Different forms of different production methods of micro courses will be different,The impact on students’ learning effect vary,This study takes full consideration of the teaching objectives,learners and teaching content of primary school science factors,Determine the earth and cosmic science part of primary school science as the teaching content of the design and production of this micro-course,By distinguishing between microclasses in different forms of presentation,The help of eye motion tracking technology to study the eye movement mechanism and learning effect of learners using different forms of micro-class learning,By analyzing the influence of different presentation forms of microcourses on learning effects and psychological cognitive behavior in learners’ learning process,Seek to be more suitable for the sixth grade presentation form of science micro-class in primary school.The main work and innovation points of this paper are as follows:1.sorted out the production mode and use status of micro courses,and divided them into three categories according to the characteristics of the production mode,namely,slide presentation,classroom transcript and virtual studio recording,to provide the basis for the follow-up research.2.The inter-subject eye movement tracking test was designed using the i View X RED500 portable eye tracking instrument with micro-course production in SMI as the independent variable.Record the eye movement trajectory of learners during micro-class learning using different production methods,and analyze the visual behavior and attention allocation of learners in different presenting forms of micro-class learning,so as to pay attention to the changing process of cognitive psychology in the learners’ learning process.3.On the basis of the traditional learning effect test questionnaire,the statistical analysis of the test question duration and scientific learning motivation was combined with various ways to comprehensively consider the impact of the micro-course presentation form on the learning effect of learners.Based on the investigation method,the eye movement experimental research method is introduced to improve the objective and practicability of the experimental conclusions.Through experimental studies,1.The presentation form of micro course will affect the visual behavior of learners.The pupil diameter of the virtual studio recording micro class group is less than the slide presentation and classroom transcript,and the average saccade speed and average saccade amplitude are significantly higher than the corresponding indicators of slide presentation and classroom transcript micro class.That is,virtual studio-recorded micro-courses have the least cognitive load for learners.2.Learning different form of micro class material,in terms of visual times,learners for the teacher image area of attention distribution is not significantly different,but in the terms of average fixation time and gaze,virtual studio recording micro class and classroom transcript micro class difference,virtual studio recording micro class learners on the concentration of text presentation area is significantly higher than the classroom transcript micro class.3.In the study of micro-course learning effect,the results of the rerecognition test and transfer test of the three subjects were not significant,indicating that the three forms of micro-course did not differ significantly on learners’ knowledge recognition ability and understanding and application ability.However,the analysis of the test time of the three groups found that the duration used in the independent answer after micro-class learning between the three groups.Subjects took the shortest time to watch the virtual studio recorded micro-class answers,and the longest time to watch the classroom recorded micro-class answers.4.In the before and after testing of scientific learning,it was found that the scientific learning motivation of the three subjects was improved,among which,the virtual studio recording group improved significantly,followed by the slide demonstration group and the classroom record group.5.The three forms of micro-courses have been generally recognized by the students,stimulated their enthusiasm for scientific exploration,and achieved good educational results.Among them,learners’ subjective satisfaction with virtual studio recording courses was higher than that of slide presentation and classroom transcript micro courses. |
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