Guided notes and interactive methods for teaching with videotapes
Guided notes and interactive methods for teaching with videotapes
复制标题
DOI：
10.1207/s15328023top2403_6
复制
发表时间：
1997-01-01
影响因子：
0.9
通讯作者：
Kreiner, DS
中科院分区：
文献类型：
--
作者：
Kreiner, DS
57名大学生观看了一盘录像带，然后参加了一项理解测试。对照组的参与者在观看时不做笔记，笔记组的参与者在观看时做笔记，指导笔记组的参与者在提前给出的问题上做笔记，互动组的参与者在观看时口头回答问题。观察方法差异有统计学意义（p < 0.05）。导读组和互动组的理解能力更高，显著的相互作用（p < 0.05）表明，这种优势发生在内隐问题上，而不是外显问题上。把学生集中在相关概念上并鼓励他们积极参与的录像带观看方法似乎是最有效的。
Fifty-seven college students watched a videotape and then took a comprehension test. Participants In the control group watched without taking notes, those in the notes group took notes while watching, those in the guided notes group took notes on questions given in advance, and those in the interactive group orally replied to questions while watching. There was a significant effect of viewing method (p < .05). Comprehension was higher in the guided notes and interactive groups, and a significant interaction (p < .05) showed that this advantage occurred for implicit but not explicit questions. Videotape viewing methods that focus students on relevant concepts and encourage active participation appear to be most effective.