The Cambridge Handbook of Multimedia Learning: The Worked-Out Examples Principle in Multimedia Learning
The Cambridge Handbook of Multimedia Learning: The Worked-Out Examples Principle in Multimedia Learning
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剑桥多媒体学习手册：多媒体学习中的示例原则
DOI：
10.1017/cbo9780511816819.016
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发表时间：
2005
影响因子：
8.8
通讯作者：
A. Renkl
中科院分区：
文献类型：
--
作者：
A. Renkl
摘要在认知技能的初始习得过程中，当人们接受样例时，他们会获得更深刻的理解。然而，只有在考虑以下指导原则时，这才是正确的：提示或训练自我解释示例（自我解释启发的指导方针）;提供基于原则的、最低限度的、与实例相关的指导性解释作为帮助（帮助指南）;设计示例，以便可以轻松检测不同表示之间的关系（易映射准则）;突出与选择正确解题步骤相关的例题结构特征（强调结构的准则）;以及促进在制定的程序中隔离有意义的构件（有意义的构件准则）。此外，一系列的例子与连续褪色的工作出的步骤，应采用，以结构的过渡，从例子学习到解决问题的技能获得的后期阶段。引言通过做和解决复杂问题的学习是流行的学习方法，并经常在文献中传播的学习和教学一般以及多媒体学习。然而，当学习者试图解决第一个问题时，他们对该领域的理解往往非常有限。在这种情况下，他们通常依赖于一般的，非特定领域的问题解决方法，如手段-目的分析。这实际上在许多情况下会导致正确的答案。然而，这种对正确答案的努力是否会导致对该领域的深刻理解？在学生对该领域有了一些重要的了解之后，开始解决问题，这不是更好吗？
Abstract People gain a deep understanding when they receive worked-out examples in initial cognitive skill acquisition. This is, however, only true when the following guidelines are considered: prompt or train self-explaining examples (guideline of self-explanation elicitation); provide principle-based, minimalist, and example-related instructional explanations as help (help guideline); design examples so that the relations between different representations can be easily detected (easy-mapping guideline); make salient the examples' structural features that are relevant for selecting the correct solution procedure (structure-emphasizing guideline); and facilitate the isolation of meaningful building blocks in worked-out procedures (meaningful building-blocks guideline). Furthermore, series of examples with successively faded worked-out steps should be employed in order to structure the transition from example study to problem solving in later phases of skill acquisition. Introduction Learning by doing and learning by solving complex problems are methods of learning that are en vogue and frequently propagated in the literature on learning and instruction in general as well as on multimedia learning. However, often learners have a very restricted understanding of the domain when they try to solve the first problems. In this case, they typically rely on general, domain- un specific problem-solving heuristics such as means-ends analysis. This actually leads to the correct answer in many cases. However, does such striving for the right answer lead to a profound understanding of the domain? Would it not be better for the students to begin solving problems after they have already gained some significant understanding of the domain?