Research On The Application Of Subtitle Design In Teaching Video

With the continuous development and progress of the society,the teaching mode is also changing.The traditional teaching mode is a teacher-centered,book-centered and class-centered teaching mode.However,with the development of multimedia technology,teaching video begins to enter the mass teaching mode.More and more teaching video is not only applied to flipped classroom,but also forms online online classroom mode.To some extent,this teaching video enables learners to have more choices in learning time and methods.At present,the common problem in teaching video is the confusion of subtitle types.In the design and production,learners' cognitive styles and the categories of teaching video are not taken into account.Some teaching video subtitles will bring redundant effect to learners and reduce learning efficiency.Some teaching video practices without subtitles also make some learners more laborious in learning.Subtitle kinds of design in the current research has not related,therefore,this thesis is based on multimedia learning theory and technology of television late,by producing the teaching video subtitles,key teaching video subtitles,without subtitles teaching video to study different kinds of subtitles teaching video on the impact of the learners of different cognitive style,from learning and cognitive load and satisfaction of video data analysis results,for the teaching video on sort of subtitles sums up the specification.In the experiment of declarative teaching video,through three different subtitle teaching video experiments,it was found that in the declarative teaching video,learners learned better in the subtitle teaching video,among which the screen teaching video had the best effect.Learners of visual cognitive style have ideal learning effects in key subtitle teaching video and full subtitle teaching video.Language based cognitive style learners have little difference in learning outcomes in the three teaching video;In the experiment of program teaching video,through the experiment of program teaching video,it is concluded that in the process teaching video,the results of key subtitle and full subtitle test are better,and the key subtitle has the best learning effect.There was no significant difference between the three types of subtitles in the migration test.In terms of cognitive load,learners have the lowest cognitive load when watching video of key subtitles.Learners of speech cognitive style are more satisfied with video teaching with subtitles.At last,this paper sorted out and analyzed the research conclusions,and made it clear that both declarative knowledge teaching video and procedural knowledge teaching video should add key subtitles to improve learners' learning effect and reduce cognitive load.At the same time,it also summarizes the deficiencies in the experiment and looks forward to the future development.