董一英葛艳梅

摘要：本文采用单因素重复测量的实验设计方式探讨在多媒体课件制作过程中是否存在知觉区间效应问题。结果表明：被试在九宫格各个区间内注意值的分配是不均衡的，依照人类的视觉心理规律和注意心理规律，呈现出从左到右、从上到下注意值逐渐减少的状态，呈现出四个级别的区间效应，1区效果最容易被直接知觉到，2-3区次之，4-5区差之，6-9区表现出被忽视状态。这说明，学习者在浏览课件页面内的教学信息时，注意力更多地集中在九宫格的1-5区。

关键词：课件制作；知觉；区间效应

Abstract: Through the experiment designed with the single factor repeating measurement, I wanted to inspect whether the consciousness of sector effect in the courseware manufacture exists. The result indicated that the triers attention value paid in each sector was imbalanced. According to humanity''s visual psychology rule and the attention psychology rule, it presented that the attention value reduced gradually from left to right and from top to bottom. And it presented four ranks: The sector numbered One is the first sector to be arrived at by direct consciousness, the Two and There take second place, the Four and Five dispatch that, and the sector numbered from Six to Nine are that states which are almost ignored. It indicated that the learners paid more attention on the sectors numbered from one to five when browsing the educational information in the courseware page.

Key Words: Courseware Manufacture; Consciousness; Sector Effect

中图分类号：G632.4文献标识码：A文章编号：2095-2104（2012）05-0020-02

1.引言

近年来随着计算机技术特别是多媒体技术的发展，多媒体教学已经成为国内一种重要的教学手段。许多学校建立了多媒体教室，开始运用多媒体课件进行教学。但从目前的开展结果来看，并未取得预期的效果。出现了诸如翻版电子书、课件花里胡哨等尴尬情况。原因在于多媒体课件设计者在课件制作过程中并没有考虑到学生的视觉心理和注意心理，只是一味地将教材内容整段大批地照搬，缺乏创新性，或盲目追求课件界面特效的丰富多彩，缺乏艺术性，且因为无关的刺激分散了学生的无意注意。多媒体课件的质量直接影响了多媒体教学的效果。判断一个多媒体课件质量的优劣，最直接的方法就是看其能否从学生的视觉心理和注意心理出发进行设计，将学生的注意力吸引到教学信息上来。……