PERCEPTION OF THE LAYOUT OF STUDY TEXTS BY A TEACHER

M. Drexler, Denis Drexler, J. Valek, Petr Sladek
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引用次数: 2

Abstract

The authors of textbooks should pay attention to how the content, the concept and as well as the layout of the textbook is perceived by readers - students. However it is necessary to know how teachers evaluate the textbook because they determine the trend how their students exploit the textbook. This article is a pilot study of the issues of perception and attention of learning texts by the teachers of mathematics and physics of elementary and secondary schools. The research was conducted during two workshops for teachers in November 2018. Within these sessions, teachers presented their comments and suggestions on various mathematical and physics teaching materials. Meeting participants were also subjected to eye-tracking testing of different learning materials. The goal of this testing was to identify the attention and browsing very differently conceived texts. One of the key findings is that teachers themselves consider teaching materials with excess text to be inappropriate. Also, the photographs or illustrations used must be designed in a modern style. For example, black and white images are considered to be inappropriate. In broad consensus, these views are held by teachers of different generations. In most cases, male teachers paid more attention to individual materials - read more thoroughly the materials. Both genders in textbooks, for example, do not pay attention to formulas. In the case of illustrations and pictures, the caption and its suitability within the theme are of particular interest. Overall, teachers are more focused on texts, with the emphasis on selecting / evaluating whether the text will be understood from the student's point of view. Teachers of younger and middle age, especially males, consider electronic documents as the key future of learning materials. At the same time, they are very actively using them. Older teachers in these documents also see the future, however, for their greater use, they are prevented by the lack of ICT knowledge.
教师对学习文本布局的感知
教材的编写者应该注意读者——学生对教材的内容、概念和布局的感知。然而,了解教师如何评价教科书是必要的,因为他们决定了学生如何利用教科书的趋势。本文是对中小学数学和物理教师学习文本感知和注意问题的初步研究。这项研究是在2018年11月的两次教师研讨会上进行的。在这些环节中,老师们对各种数学和物理教材提出了他们的意见和建议。会议参与者还接受了不同学习材料的眼球追踪测试。这个测试的目的是确定注意力和浏览非常不同的文本。其中一个重要的发现是,教师自己认为教材中有过多的文字是不合适的。此外,所使用的照片或插图必须以现代风格设计。例如,黑白图像被认为是不合适的。在广泛的共识中,这些观点是由不同时代的教师持有的。在大多数情况下,男老师更关注个别材料——阅读材料更彻底。例如,在教科书中,男女都不注意公式。在插图和图片的情况下,标题及其在主题中的适用性是特别有趣的。总体而言,教师更关注文本,重点是选择/评估是否能从学生的角度理解文本。中青年教师,尤其是男性教师,认为电子文档是未来学习材料的关键。与此同时,他们非常积极地使用它们。这些文件中的年长教师也看到了未来,然而,由于缺乏信息通信技术知识,他们无法得到更大的利用。
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