共查询到19条相似文献，搜索用时 140 毫秒
1.
认知负荷理论（cognitive loadtheory）是在现代认知心理学研究基础上提出的一种促进教学设计的理论，这种理论以容量有限的工作记忆为核心，强调合理分配认知资源对有效学习的至关重要性。本文从认知负荷理论的角度出发，从情境的创设、样例的示范、任务的呈现以及媒体的运用这几个方面探讨了其对物理教学设计的启示。 相似文献
2.
样例是教师实际教学常用的教学工具。有效的样例能够提高教师的教学效果,而无效的样例无法提高学生的学习效果。因此,样例设计要遵循样例学习的认知负荷理论,即最大限度地降低阻碍学习的外在认知负荷,优化促进学习的相关认知负荷,使学者合理地利用有限的认知资源。 相似文献
3.
样例是教师实际教学常用的教学工具.有效的样例能够提高教师的教学效果,而无效的样例无法提高学生的学习效果.因此,样例设计要遵循样例学习的认知负荷理论,即最大限度地降低阻碍学习的外在认知负荷,优化促进学习的相关认知负荷,使学者合理地利用有限的认知资源. 相似文献
4.
5.
认知负荷理论对职教专业课教学的启示 总被引：1，自引：0，他引：1
朱晓斌 《中国职业技术教育》2006,(34):23-25
认知负荷理论从资源分配角度来考察学习和问题解决，认为人的认知活动要消耗一定的资源，这种资源就是认知负荷。影响认知负荷的因素主要有：学习任务（包括学习环境）、学习者，以及学习任务与学习者之间的交互作用。为此．认知负荷理论形成了两个重要的教学设计原则“自由目标效应”和“样例效应”。这些理论和原则为职教专业课教学提供了有益的启示。 相似文献
6.
7.
文章回顾了样例学习研究的起源与发展,主要介绍了其理论依据——认知负荷理论,并分别围绕外在认知负荷、内在认知负荷以及相关认知负荷介绍了最新国内外样例学习的设计方法:材料的整合、子目标、不完整样例、错误样例、诱发自我解释问题、多种解题方法比较等,最后在现有研究成果上指出样例学习研究的发展趋势和有待进一步解决的问题。 相似文献
8.
数学样例学习是学生在数学学习过程中认知技能获取的重要手段,数学样例它提供了专家解答问题的方法,可供学习者模仿和学习;数学样例中蕴涵的数学思想方法易化了学生数学学习的过程:数学样例为数学学习提供的原理线索,有效地促进了学生数学学习迁移的发生;基于数学样例的数学学习,有效地减轻了学习者的认知负荷,提高了数学学习的效率. 相似文献
9.
科学合理的教学设计是提高课堂学习效率的关键环节之一．在教学设计中,课堂教学的样例选择、编排及呈现形式、教学方式等都会影响学生工作记忆的认知负荷．而在新课程改革的教学实践过程中,有人认为“大容量、快节奏”的课堂就是好课,殊不知离开了高效何谈好课．因此,从认知负荷理论的角度来说,“大容量、快节奏”的前提是认知总量不超过学生的认知负荷．样例学习的认知负荷理论对于数学教学设计有重要的启示作用,使教师在教学设计过程中充分考虑认知负荷,最大限度地降低阻碍学习的内在和外在认知负荷,优化促进学习的相关认知负荷,使学习者合理地利用有限的认知资源,达到最好的学习效果． 相似文献
10.
数学一直以来都是许多学生心中的“痛”,究其原因,很大程度上与学习策略使用不当有关。本文基于前人的研究,从样例学习的角度,总结归纳理论基础,提出新的数学学习策略,为样例学习在中学生数学学习策略方面的应用提供参考。 相似文献
11.
概述了问题解决样例学习研究的进展,评述了已有样例学习理论的价值,提出了学生可以通过数学运算样例学习新的运算规则的理论解释,并用自己已有的实验研究结果论证了理论解释的科学性。认为学生可以通过精心设计好的数学运算样例并根据已知的数学运算规则顿悟或推断出新的数学运算规则。关键运算步骤的样例设计是数学运算规则样例学习的关键。根据数学运算规则的逻辑特点,可以分别采用分解法、逆运算法和解释法设计运算样例中的关键步骤,从而促进学生对新运算规则的顿悟和运用。 相似文献
12.
陈满琪 《福建师范大学学报(哲学社会科学版)》2004,(3):145-148
样例学习是当前研究学习迁移的热点之一。文章主要介绍了现有样例学习研究的主要方面 ,包括样例学习加工机制的研究、样例设计的研究和影响样例学习迁移效果因素的研究。此外 ,文章还对样例学习研究的意义 ,以及现有研究对学习产生的影响做了简单的评论 ,并指出了样例学习研究有待进一步解决的问题。 相似文献
13.
Empirical studies within a cognitive load framework have determined that for novice learners, worked examples provide appropriate levels of instructional guidance. As learners advance in specific subject domains, worked examples should be gradually replaced by practice problems with limited guidance. This study compared performance, both immediately post‐instruction and delayed, following instruction under different conditions: using example–problem pairs, using gradual fading of worked examples, and using pure problem‐solving. The study was conducted with employees of a financial services company in a classroom environment. Results indicated that the fading condition consistently outperformed the example–problem and problem‐solving conditions, and the advantage of this condition was enhanced, with statistically significant differences in performance, in delayed and transfer posttest performance. 相似文献
14.
This study compared the effects of worked example and problem‐solving approaches in individual or group work settings on learning to solve geometry problems. One hundred and one seventh graders from Indonesia were randomly allocated to four experimental groups using a 2 (problem‐solving vs. worked examples) × 2 (individual vs. group study) design. Performance measures on numeric and reasoning abilities using both similar and transfer tasks were collected. The results indicated a significant superiority of the worked example approach in both the individual and group work settings. Supporting data revealed that students could understand the material more easily using worked examples than when solving problems. The experiment provided evidence that the advantage of using worked examples over solving problems extends to a group work context. 相似文献
15.
Vincent Hoogerheide Sofie M.M. Loyens Fedora Jadi Anna Vrins Tamara van Gog 《教育心理学》2017,37(2):112-127
Example-based learning is a very effective and efficient instructional strategy for novices. It can be implemented using text-based worked examples that provide a written demonstration of how to perform a task, or (video) modelling examples in which an instructor (the ‘model’) provides a demonstration. The model-observer similarity (MOS) hypothesis predicts that the effectiveness of modelling examples partly depends on the degree to which learners perceive the models to be similar to them. It is an open question, however, whether perceived similarity with the person who created the example, would also affect learning from text-based worked examples. Therefore, two experiments were conducted to investigate whether MOS would also play a role in learning from worked examples. In Experiment 1 (N = 147), students were led to believe via pictures and a short story that the worked examples were created by a male or female peer student. Males showed higher performance and confidence, but no effects of MOS on learning were found. In Experiment 2 (N = 130), students were led to believe that a peer student or a teacher created the examples. Again, no effects of MOS were found. These findings suggest that the perceived origin of text-based worked examples is not important for learning. 相似文献
16.
The worked example effect within cognitive load theory is a very well-established finding. The concrete effectiveness of worked
examples in a learning situation, however, heavily depends on further moderating factors. For example, if learners improve
their processing of worked examples by actively explaining the worked examples to themselves, they are usually better able
to solve transfer problems. Another way to enhance example processing is to present learners with instructional explanations
instead of prompting them to produce these explanations on their own. In this article, we review 21 experimental studies to
address the issue whether instructional explanations support example-based learning. Meta-analytic results lead to three important
conclusions: First, the benefits of instructional explanations for example-based learning per se are minimal. Second, instructional
explanations are more helpful for acquiring conceptual knowledge than for acquiring procedural knowledge. Third, instructional
explanations are not necessarily more effective than other methods supporting example processing such as self-explaining. 相似文献
17.
赵弘 《辽宁师范大学学报(社会科学版)》2007,30(4):46-48
学习迁移是一种学习对另一种学习的影响。样例对学习迁移具有促进作用。提供多重样例有助于学习者进行比较和归纳，从而促进问题解决的迁移。当前表面特征变异的多重样例和结构特征变异的多重样例对问题解决迁移的促进作用均得到了研究的证实。 相似文献
18.
在样例学习过程中,学习者对样例的知识内容进行自我解释,会导致样例学习成绩提高,这就是自我解释效应。Chi等人最初对自我解释效应所进行的研究发现,自我解释效应的影响因素包括先行知识、一般能力和个体差异。对自我解释效应的三种理论解释是:间隙—填充(gap—filling)、图式—结构(schema formation)和相似增强(analogical enhancement)。未来对自我解释效应研究的关注点是:自我解释效应的机制、人为设定自我解释提示能否改进学习效果,以及建构性活动与样例学习效果之间的关系。 相似文献
19.
This paper explores the effectiveness of using ‘structured examples in concert with prompting reflective questions’ to address misconceptions held by mechanical engineering students about thermodynamic principles by employing pre-test and post-test design, a structured questionnaire, lecture room observation, and participants’ interviews. Students’ misconceptions were identified through pre-tests that evaluated students’ understanding of the chosen concepts, while conceptual change was assessed in pre-test–post-test design that revealed students’ ability to apply the concepts and transfer skills from a worked example to satisfactorily undertake a fairly complex similar problem. The use of worked examples in concert with prompting reflective questions is effective for inducing correct conceptual change and effective problem-solving skills. However, it is recommended that engineering tutors should incorporate inquiry-based learning approach and computer simulations alongside the use of worked examples with prompting reflective questions in order to enhance students’ conceptual understanding of thermodynamic concepts. 相似文献