认知负荷理论及其教学涵义

被引:97
作者
庞维国
机构
[1] 华东师范大学心理与认知科学学院
关键词
认知负荷; 认知负荷效应; 教学涵义;
D O I
暂无
中图分类号
B842.1 [认知];
学科分类号
040201 ;
摘要
认知负荷是影响复杂学习的重要因素,它分为内在认知负荷、外在认知负荷、关联认知负荷三类,这三类负荷可以累加,总量超负荷将给学习和问题解决带来困难;业已揭示的认知负荷效应有目标自由相应、解答样例效应、通道效应、冗余效应等12种;在教学过程中,教师应有效调控学生学习中的认知负荷,适度采用真实学习情境和材料,科学设计多媒体课件,同时关注因经验不同带来的认知负荷的相对性。
引用
收藏
页码:23 / 28
页数:6
相关论文
共 8 条
[1]  
Interactions between the isolated–interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class[J] . Paul Blayney,Slava Kalyuga,John Sweller.Instructional Science . 2010 (3)
[2]  
Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures[J] . Peter Gerjets,Katharina Scheiter,Richard Catrambone.Instructional Science . 2004 (1)
[3]   Nine ways to reduce cognitive load in multimedia learning [J].
Mayer, RE ;
Moreno, R .
EDUCATIONAL PSYCHOLOGIST, 2003, 38 (01) :43-52
[4]  
Cognitive Load Theory and Instructional Design: Recent Developments[J] . Fred Paas,Alexander Renkl,John Sweller.Educational Psychologist . 2003 (1)
[5]   Cognitive architecture and instructional design [J].
Sweller, J ;
van Merrienboer, JJG ;
Paas, FGWC .
EDUCATIONAL PSYCHOLOGY REVIEW, 1998, 10 (03) :251-296
[6]   WHY SOME MATERIAL IS DIFFICULT TO LEARN [J].
SWELLER, J ;
CHANDLER, P .
COGNITION AND INSTRUCTION, 1994, 12 (03) :185-233
[7]   EVIDENCE FOR COGNITIVE LOAD THEORY [J].
SWELLER, J ;
CHANDLER, P .
COGNITION AND INSTRUCTION, 1991, 8 (04) :351-362
[8]  
Cambridge handbook of multimedia learning .2 Kalyuga,S. Cambridge University Press . 2005