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Storytelling in the Classroom: Facilitating Cognitive Interest by Promoting Attention, Structure, and Meaningfulness
Communication Reports Pub Date : 2020-12-14 , DOI: 10.1080/08934215.2020.1856901
San Bolkan 1
Affiliation  

Instructors often tell stories in class as a way of explaining course material. And, the use of stories can lead to improvements in student learning. What has yet to be explained, however, is how stories might lead to changes in students’ knowledge. Using cognitive theory of multimedia learning as a guide, the current study examined data from 231 students to determine how instructional storytelling associated with students’ perceived cognitive learning operationalized as students’ cognitive interest. Results supported the contention that when instructors used course-oriented, concrete, and memorable stories, they increased students’ perceptions of cognitive interest both directly and indirectly through an increase in their attention and their perceptions of organization and integration.



中文翻译:

课堂中的讲故事:通过提高注意力,结构和意义来促进认知兴趣

讲师经常在课堂上讲故事,作为解释课程材料的一种方式。并且,故事的使用可以导致学生学习的改善。但是,尚未解释的是故事如何导致学生知识的变化。本研究以多媒体学习的认知理论为指导,检查了231名学生的数据,以确定与学生的认知学习相关的讲故事如何作为学生的认知兴趣进行操作。结果支持这样的观点,即当讲师使用课程为导向的,具体的,令人难忘的故事时,他们会通过增加注意力和对组织与整合的理解,直接或间接地提高学生对认知兴趣的认识。

更新日期:2021-02-15
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