“AR + 绘本”教育模式支持下的小学传统文化及美学教育实验研究

Experimental Research on Primary School Traditional Culture and Aesthetic Education Supported by “AR + Picture Book” Education Model

摘要: 为验证AR + 绘本式数字化学习方式能促进学生审美体验和传统文化素养，本研究对使用AR + 绘本式学习方式是否产生正向的学习效果进行了准实验研究。为此，本文选取了山东省聊城市A小学六个年级60名学生作为实验研究对象，将学生分成两组：“传统学习组”和“AR + 绘本学习组”，分别使用“传统的古诗词课本”和“AR + 绘本”两种不同的学习材料，通过控制干扰变量进行了实验。经研究发现，学生在古诗词学习中的学习方式在学习成绩上存在显著性差异；AR + 绘本教学法的学生在学业表现上比传统教学组好；不同的学生在不同的年级、性别、使用绘本的经历、先决性的知识水平等方面，学习风格对学生的学业表现没有明显的影响。基于此结果，文章建议在学生学习、教师设计教学过程时应尽可能地采用AR + 绘本学习方式的形式，提高教学的质量。

Abstract: In order to verify that AR + picture book based digital learning can promote students’ aesthetic ex-perience and traditional cultural literacy, this study conducted a quasi experimental study on whether the use of AR + picture book based learning has a positive learning effect. For this reason, this paper selected 60 students from six grades of A Primary School in Liaocheng City, Shandong Province as the experimental subjects, divided the students into two groups: “traditional learning group” and “AR + picture book learning group”, respectively using two different learning materials, “traditional ancient poetry textbook” and “AR + picture book”, and conducted the experiment by controlling interference variables. The study found that there were significant differences in the learning styles in academic performance of students in ancient poetry learning; the students of the AR + picture book teaching method have better academic performance than the traditional teaching group; different students’ learning styles have no significant impact on their academic performance in terms of different grades, genders, experience of using picture books, and prerequisite knowledge levels. Based on this result, the paper suggests that students and teachers should adopt the form of AR + picture book learning as much as possible to improve the quality of teaching.