智慧学习环境中的认知负荷问题

被引：50

作者：

高媛 ^{[1
]}

黄真真 ^{[2
]}

李冀红 ^{[1
]}

黄荣怀 ^{[1
]}

机构：

[1] 北京师范大学智慧学习研究院

[2] 不详

来源：

开放教育研究 | 2017年 / 23卷 / 01期

关键词：

认知负荷; 智慧学习环境; 技术; 策略; 学习者;

D O I：

10.13966/j.cnki.kfjyyj.2017.01.007

中图分类号：

G434 [计算机化教学];

学科分类号：

摘要：

如何合理使用媒体资源和技术工具,设计有效的教学策略,促进学习者的认知加工和学习效果,已成为智慧学习环境研究的重要问题。本文从认知负荷理论的视角出发,对智慧学习环境与学习者认知负荷有关的一系列问题进行梳理和解析,总结了智慧学习环境中影响认知负荷的四个要素——知识、技术、策略和学习者。围绕这些要素,本研究结合大量相关实证研究成果,针对智慧学习环境中可能遇到的信息加工和知识建构、媒体技术的开发与应用、教学策略的设计与选择以及学习者特征等关键问题进行深入解读。任何教学材料和教学策略都需要适应学习者的认知加工规律,认知负荷的相关原则可以为智慧学习环境中工具、资源等元素的设计提供有效指导,这一理论应该引起教育者和研究者更多的关注。

引用

页码：56 / 64

页数：9

共 24 条

[11] Expertise reversal effect and its implications for learner-tailored instruction
Kalyuga, Slava
[J]. EDUCATIONAL PSYCHOLOGY REVIEW, 2007, 19 (04) : 509 - 539
[12] Coercing shared knowledge in collaborative learning environments[J] . Paul A. Kirschner,Pieter J. Beers,Henny P.A. Boshuizen,Wim H. Gijselaers.Computers in Human Behavior . 2007 (2)
[13] Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis
Reisslein, Jana
Atkinson, Robert K.
Seeling, Patrick
Reisslein, Martin
[J]. LEARNING AND INSTRUCTION, 2006, 16 (02) : 92 - 103
[14] Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?
Gerjets, Peter
Scheiter, Katharina
Catrambone, Richard
[J]. LEARNING AND INSTRUCTION, 2006, 16 (02) : 104 - 121
[15] Should information be redundantly distributed among group members? Effective use of group memory in collaborative problem solving
Ohtsubo, Y
[J]. APPLIED COGNITIVE PSYCHOLOGY, 2005, 19 (09) : 1219 - 1233
[16] Cognitive load in hypertext reading: A review[J] . Diana DeStefano,Jo-Anne LeFevre.Computers in Human Behavior . 2005 (3)
[17] The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications[J] . Tracey Clarke,Paul Ayres,John Sweller.Educational Technology Research and Development . 2005 (3)
[18] Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture
John Sweller
[J]. Instructional Science, 2004, 32 : 9 - 31
[19] Dynamic visualizations and learning: getting to the difficult questions[J] . Mary Hegarty.Learning and Instruction . 2004 (3)
[20] The cognitive benefits of interactive videos: learning to tie nautical knots[J] . Stephan Schwan,Roland Riempp.Learning and Instruction . 2004 (3)

← 1 2 3 →