教育教学专业 教学PPT中文本和插图对大学生阅读效果影响的实验研究

教学PPT中文本和插图对大学生阅读效果影响的实验研究

摘 要

目的：本研究为了探究大学生在阅读不同难易程度的教学PPT时，不同的文本内容线索和插图性质对阅读效果所产生的影响。方法：采用3（文本内容线索：加粗、下划线、无线索）×2（文本难易程度：易、难）×2（插图性质：有关插图、无关插图）三因素混合实验设计，随机抽取大一到大四年级本科生共60人进行实验，阅读材料的呈现和阅读效果的记录由E-prime完成。采用独立样本t检验、单因素方差分析、重复测量分析、简单效应检验等统计方法对数据进行分析。结果：（1）大学生对教学PPT的阅读效果存在显著的性别差异（t=-3.85，p=0.00），女生的阅读效果优于男生；而阅读效果不存在显著的年级差异（F=0.17，p=0.92）。（2）此外，文本的难易程度（F=32.95，p=0.00）、插图的类型（F=6.54，p=0.01）和文本线索类型（F=21.50，p=0.00）都对阅读效果有显著的影响。其中难易程度和线索类型存在交互作用（F=7.40，p=0.00），而难易程度和插图性质（F=2.54，p=0.30）、线索类型和插图性质（F=0.50，p=0.61）交互作用不显著。通过进一步检验发现，无论文本材料容易或困难，被试阅读关键词加粗的文本或阅读关键词加下划线的文本的效果，都优于阅读无线索文本的效果；其中在困难情况下，阅读关键词加下划线文本的效果优于关键词加粗文本的效果。结论：教学PPT的难易程度、插图性质和线索类型都对大学生的阅读效果有显著影响，因此当教学内容相对容易理解时，可以在教学PPT中给文本关键词加粗或加下划线以增强阅读效果；当教学内容相对难理解时，在教学PPT的设计中，可以通过给文本关键词加下划线来增强阅读效果。

【关键词】 教学PPT；大学生；阅读效果；文本线索

An experimental study on the effects of text and illustrations in PPT on College Students' reading

Abstract

Objective: To explore the effects of different text content and illustrations on the reading

performance of college students in the teaching of PPT with different degrees of difficulty.

Methods: the 3 (text clues: bold, underline, no clue)×2 (text difficulty: easy, difficult)×2

(Illustrations: independent illustrations, illustrations) three factor mixed experimental design,

randomly selected one to the fourth grade students for a total of 60 experiments, reading

materials presentation and reading performance records completed by E-prime. The data were

analyzed by independent sample t test, one-way ANOVA, repeated measures analysis and

simple effect test. Results: (1) there was a significant difference in the reading effect of the

students for the teaching of PPT (t=-3.85, p=0.00), girls better than boys in reading and

reading effect; the effect is not significant grade differences (F=0.17, p=0.92); (2) in addition,

the degree of difficulty of the text (F= 32.95, p=0.00) type, illustration the (F=6.54, p=0.01)

and text clues to the type (F=21.50,p=0.00) have significant influence on reading effect. The

interaction between the degree of difficulty and the clues to the type (F=7.40, p=0.00), and the

degree of difficulty and illustrations (F=2.54, p=0.30), the cue type and illustrations (F=0.50,

p=0.61) the nature of the interaction was not significant. By further inspection found that,

regardless of the text material easy or difficult, the subjects read keywords in bold text or

reading keywords underlined text effect, was better than the effect of the text reading without

a clue; one in difficult circumstances, reading keywords underlined text keywords in bold text

was better than the effect of. Conclusion: there is significant effect on teaching PPT degree of

difficulty, the nature and types of illustrations of clues to college students' reading effect, so

when the teaching content was relatively easy to understand, can be made to enhance the

reading effect to the text bold or underline key words in the teaching of PPT, when the

teaching content was relatively difficult to understand, in the design of teaching in PPT, by

giving the underlined text keywords to enhance reading effect.

[Key words] teaching PPT,college student,reading effect,text clues

目 录

1 问题的提出 .............................................................. 1

1.1 研究背景 .......................................................... 1

1.2 概念界定 .......................................................... 2

1.2.1 文本线索 .................................................... 2

1.3 研究现状 .......................................................... 2

1.3.1 PPT在教学应用中的研究现状 .................................. 2

1.3.2 教学PPT文本的研究现状 ...................................... 2

1.3.3 教学PPT插图的研究现状 ...................................... 3

1.3.4 教学PPT背景颜色的研究现状 .................................. 3

1.3.5 创新之处 .................................................... 3

2 研究方法 ................................................................ 4

2.1研究思路 .......................................................... 4

2.2实验设计 .......................................................... 4

2.2.1实验目的 .................................................... 4

2.2.2实验工具 .................................................... 4

2.2.3被试 ........................................................ 4

2.2.4实验材料 .................................................... 4

2.2.5实验方法 .................................................... 5

2.2.6实验过程 .................................................... 5

3 结果 .................................................................... 5

3.1 差异分析 .......................................................... 5

3.1.1性别差异 .................................................... 5

3.1.2 年级差异 .................................................... 6

3.2 重复测量 .......................................................... 6