高校生物学实验教学视频设计的理论基础及其启示
The Theoretical Basis and Enlightenment of College Biology Experiment Teaching Video Design
DOI: 10.12677/AE.2023.13101221, PDF,    科研立项经费支持
作者: 邴 杰：北京师范大学生命科学学院，北京
关键词: 生物学实验；教学视频；认知负荷；Biological Experiment； Teaching Video； Cognitive Load
摘要: 教学视频一直是生物学实验教学中的重要组成部分，为翻转式、混合式和在线课程的开展提供了重要的内容传递工具。本文在前期文献研究和实践建设经验基础上总结出高校生物学实验教学视频建设的理论基础，并提出教师在生物学实验教学视频建设中，需要从学生的角度，充分考虑到学生的认知负荷、从调动学生学习参与度和主动性等方面设计生物学实验教学视频，从而实现生物学实验教学视频建设的有效性。
Abstract: Teaching videos have always been an important component of biology laboratory instruction, providing an important tool for content delivery in flipped, blended, and online courses. Building on a literature review and practical experience, this paper summarizes the theoretical foundation for constructing teaching videos for university-level biology laboratory instruction. It also proposes that instructors consider multiple factors from the students’ perspective, such as cognitive load and enhancing student engagement and autonomy, when designing teaching videos for biology laboratory instruction, in order to achieve effective outcomes.
文章引用：邴杰. 高校生物学实验教学视频设计的理论基础及其启示[J]. 教育进展, 2023, 13(10): 7864-7869. https://doi.org/10.12677/AE.2023.13101221

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