数学学习困难儿童的多媒体教学策略

如何对数学学习困难儿童进行有效干预是很多教育工作者关心的问题。已有研究表明,工作记忆的缺陷是数学学习困难的根本原因。而基于认知负荷理论的教学设计正是针对人的工作记忆容量有限这一特点,利用多媒体来促进意义学习的完成。文章试图以工作记忆为桥梁,结合认知负荷理论,提出几条针对数学学习困难儿童的多媒体教学的干预措施,并指出了将来的研究方向。

Strategies of Multimedia Instruction for Children with Mathematical Learning Disabilities

How to take valid interventions for children with mathematical learning disabilities concerns many educators. It is found that deficit in working memory is the essential cause of mathematical learning disabilities. Aiming at limited capacity of working memory, instructions based on cognitive load theory make use of multimedia to facilitate meaningful learning. Intending to take working memory as the bridge, this article, combined with cognitive load theory, suggests several intervention measures in multimedia instruction for children with mathematical learning disabilities, and then points out future research direction.