共查询到18条相似文献，搜索用时 953 毫秒
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在仪器分析教学中,由于对认知负荷的考虑不足,常常使学生在学习过程中发生认知超载,一定程度上影响了学生的学习效率。根据认知负荷理论,从降低外在认知负荷、降低内在认知负荷及增加相关认知负荷三方面对仪器分析课程教学设计展开研究,提出相应教学设计策略。 相似文献
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《实验室研究与探索》2017,(10):218-222
微课视频在教学中的应用日益广泛,但在设计与制作时存在教学设计不足、知识点切分不到位、对学生认知特点和学习需求分析不足等问题。本研究对理论进行梳理后提出通过降低内在认知负荷、减少外在认知负荷和增加相关认知负荷的策略提高微课视频的质量和应用效果;在此基础上,以认知负荷理论为指导,对"思维导图及其制作"微课视频进行设计,并进一步开展了应用效果的对比实验。结果表明,基于认知负荷理论设计制作的微课视频可以有效提高学习者的学习效果。 相似文献
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杨眉 《成都教育学院学报》2009,23(12):17-19
以认知负荷理论为理论框架,描述认知负荷理论在大学英语专业口译教学设计中的应用。在口译教学设计过程中,要充分考虑口译课程特点和学生认知水平,适当降低口译材料的难度以控制内在负荷,优化口译材料的呈现方式以降低外在负荷,同时激发和维持学生的口译学习动机,增加有效负荷,从而提高口译教学的效率。 相似文献
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"质量守恒定律"知识在初中化学教材中起着承前启后的作用,既是教学的重点,也是教学的难点。从认知负荷理论的角度,分析"质量守恒定律"学习中难点形成的原因,并根据微课视频教学"短小精悍"的特点,采用多种教学策略,尝试设计出有效控制内在认知负荷,降低外在认知负荷,增加相关认知负荷的"质量守恒定律"微课教学。 相似文献
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周玉凤 《荆州师范学院学报》2012,(9):85-86
在大学英语阅读教学中,教师要充分考虑学习者的认知水平,适当减轻内在认知负荷;优化教学材料的组织和呈现方式,减轻外在认知负荷;同时促进自我解释活动,增加相关认知负荷,从而提高大学英语阅读教学的效果。 相似文献
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《教育研究与评论(中学教育教学版)》2017,(3)
认知负荷理论与数学核心概念的关联主要体现在剔除"冗余效应"与本质性、控制内在认知负荷与联系性、降低外在认知负荷与基础性、提高相关认知负荷与应用性的关联上。以《曲边梯形的面积》一课为例,阐述基于认知负荷理论的数学核心概念教学策略:建构核心概念整体脉络和框架;以动态方式呈现教学难点;以数学史激发学习动机,促进知识理解。 相似文献
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孙晓妮 《中学化学教学参考》2010,(3)
基于认知负荷理论,内在认知负荷来源于学习材料本身,不容易加以改变,而外在认知负荷却可通过改变学习材料的组织呈现方式来减少。在教学中如何结合实际,应用理论进行有效教学设计,减轻外在的,增加有效的,保证学生轻松有效学习是本文探讨的关键。 相似文献
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《中学数学杂志》2016,(8)
近年来认知负荷理论逐渐在教学领域,尤其是在教学设计方面,产生越来越重要的影响.教学设计不能对内在认知负荷产生直接的影响,既即使是恰当的教学设计也不会对其产生影响.但是教学设计可以改变外在认知负荷和相关认知负荷,这两种认知负荷的产生,与教学设计的恰当与否有直接关系.本文在教学设计方面所指的认知负荷皆指外在认知负荷量和相关认知负荷量的总和,以《弧、弦、圆心角》为例,分析当前不恰当的教学设计在增加学生认知负荷方面的问题,据此提出如何进行恰当的教学设计,进而减轻学生的认知负荷,即运用切割分行或符号标志技术等呈现定理新形式、对多种形式进行整合、重视小结环节.本文提出的教学设计方式对数学其他方面的教学设计具有一定的启发作用. 相似文献
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Jeroen J. G. van Merriënboer Dominique M. A. Sluijsmans 《Educational Psychology Review》2009,21(1):55-66
This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed
learning. Learning tasks are defined as containing three elements: learners must (a) perform the tasks, (b) assess their task performance, and (c) select future tasks for improving their performance. Principles to manage intrinsic and extraneous load for performing learning
tasks, such as simple-to-complex ordering and fading-guidance strategies, are also applicable to assessing performance and
selecting tasks. Moreover, principles to increase germane load, such as high variability and self-explanation prompts, are
also applicable to assessment and selection. It is concluded that cognitive load theory and four-component instructional design
provide a solid basis for a research program on self-directed learning. 相似文献
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Limited processing capacity constrains learning and performance in complex cognitive tasks. In traditional instruction, novices' failure to adequately learn cognitive tasks can often be attributed to the inappropriate direction of attention and the related high or excessive load that is imposed on a learner's cognitive system. An instructional design model for the training of complex cognitive tasks should provide instructional strategies that control cognitive load. We propose such a model and recommend research in which the cognitive load of instructional manipulations is systematically investigated and determined with mental-effort based measures. 相似文献
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Fredrick D. Pociask Gary R. Morrison 《Educational technology research and development : ETR & D》2008,56(4):379-399
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention
in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students.
The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control
group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive
and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant
results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional
materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive
load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous
cognitive load through good instructional and message design practices.
相似文献
| Gary R. Morrison (Corresponding author)Email: |
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One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies can be taught (e.g., troubleshooting, mathematical proving). Is learning by such examples also effective, and do the same instructional design principles apply? We discuss the main findings of an own research program and of related studies that addressed such questions. We found that CLT’s basic design principles also hold true for heuristic domains: Reduce extraneous load by employing examples, maximize germane load by fostering self-explanations, prevent cognitive overload by pretraining in the case of difficult learning materials, and by focusing attention on the most relevant aspects. Other typical CLT assumptions (e.g., better provide information for novice learners) were not confirmed in its generality. The present findings extend the applicability of CLT but also identify some potentially too simplistic assumptions. 相似文献
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多媒体辅助语言学习中的认知负荷阐释 总被引：1，自引：0，他引：1
多媒体辅助语言学习的多样性、交互性和集成性在呈现给学习者大量信息的同时,也造成了学习者的认知超负荷状态.言语信息加工中的认知负荷根据其认知需求可分为：内在认知负荷、外在认知负荷和相关认知负荷.多媒体外语教学软件制作应尽量减少学习者认知负荷,具体可采取卸载技术、分解技术、演练技术、清除技术、标记技术、调整技术、消除冗余技术、同步技术、个性化设计等. 相似文献
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认知心理学视野中的认知负荷理论 总被引：4，自引：0，他引：4
认知负荷是为完成某项任务而在工作记忆上所进行的心智活动所需的全部心智能量。本文在阐述内在认知负荷、外在认知负荷和有效认知负荷等三类认知负荷性质的基础上,从认知心理学角度对认知负荷理论进行全面阐释,着重论述了工作记忆、图式、专家与新手在问题解决中的差异对认知负荷理论发展的贡献。 相似文献