Pedagogical constraints of physical literacy based on cognitive load theory

PROSPECTS - While numerous studies have highlighted the benefits of physical activity on cognitive health, learning, and executive function, maintaining physical activity throughout one’s...     

基于认知同化理论下的大学英语词汇教学

词汇,作为语言的三大要素之一,在大学英语教学中有着举足轻重的地位和作用。但目前的英语词汇教学仍然存在着许多问题,制约着大学英语教学改革的进程。本文将通过分析、阐释奥苏贝尔的认知同化理论,来指出当前大学词汇教学所存在问题及相应对策!并以此理论为指导,对大学英语词汇教学从认知与情感两个角度提出几点教学建议,从而达到以知促情,以情促知,知情结合,相得益彰的目的。     

Research on cognitive load theory: Application to e-learning

The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design adaptations for e-learning.     

基于认知隐喻理论的英语短语动词教学策略研究

英语短语动词在句法上的整体不可分割性和语义上的多义性等特征,造成了高校非英语专业学生习得上的困难,从而产生了回避使用的现象,而传统的词汇教学方法不能很好的解决这一问题。本文试图将贯穿于人类语言中的认知隐喻理论与英语短语动词的教学相结合,研究相应的教学策略,帮助学生掌握短语动词,提升英语综合运用能力。     

Translating words into equations: a cognitive load theory approach

The conditions under which explicit instruction in checking, combined with worked examples, may be beneficial in learning how to translate sentences into algebraic equations was examined from the perspective of cognitive load theory. In two experiments it was shown that Grade 8 and 9 students were initially disadvantaged by the inclusion of a checking method. However, after a more substantial period of acquisition, students with a low level of mathematical knowledge performed significantly better after receiving checking instructions than those who did not receive checking instructions. In contrast, higher knowledge students were continually disadvantaged by the inclusion of a checking method. The positive effect of checking for lower knowledge students and the negative effect for higher knowledge students in this domain is a further example of the expertise reversal effect.     

Improving the quality of online discussion: the effects of strategies designed based on cognitive load theory principles

This article focuses on heavy cognitive load as the reason for the lack of quality associated with conventional online discussion. Using the principles of cognitive load theory, four online discussion strategies were designed specifically aiming at reducing the discussants’ cognitive load and thus enhancing the quality of their online discussion. The results indicate that, compared to a conventional discussion strategy, the discussion quality was significantly enhanced for participants using example-posting strategy and limited-number-of-posting strategy. Cognitive load was significantly reduced for participants using filtered-posting and combination strategies. Instructional efficiency of all proposed strategies was found to be significantly better than conventional discussion strategy. The results are discussed and implications of the findings on instructional design application and future research are also presented.     

隐喻认知理论对汉语词汇教学的启发

隐喻是一种普遍的认知方式,它使我们的认知过程具有想象的色彩,并让想象力帮助我们去理解语言和世界,我们同样也可以把它用于教学中。日常语言中大约70%的表达是源于隐喻慨念,分析探讨隐喻对词汇教学的影响具有典型性和实用性。     

原型范畴理论与英语词汇教学的认知观

用原型范畴理论对词汇范畴的形成和一词多义现象从认知角度进行解读,并指出应以基本层次词为参照点掌握上下义层次词;以核心词义为起点建立多义词的意义链;认识英汉在范畴化过程中思维和构词方面的差异及英语特有的构词特点。     

基于认知语言学理论的CBI涉海专业大学英语教学模式研究

本文以认知语言学为理论基础,结合涉海高校大学英语教学实践,探究认知语言学理论与内容依托教学的关系,研究CBI涉海专业大学英语教学模式的意义,尝试构建基于认知语言学理论的涉海专业大学英语教学新模式,旨在丰富外语教学理论,指导大学英语教学实践。     

认知结构迁移理论在对日本留学生汉语单元音韵母教学中的应用

母语负迁移对对外汉语语音教学影响尤为明显。本文试图通过对汉日语言中元音的联系与区别的考察,利用奥苏贝尔的认知结构迁移理论,探讨如何在对日本留学生的单元音韵母教学过程中有效利用汉日语音的联系,取得更好的教学效果。     

基于多元智力理论的研究生公共英语考评机制改革实践

针对多元智力理论对英语教学改革的影响,阐述了其对非英语专业研究生英语成绩评定改革的积极作用,并从课程体系、教学方法手段、考评机制、素质教育等方面进行了详细分析。     

把握学生认知规律,有效开展英语教学

本文以学生认知规律的把握作为切入点,运用认知心理学的相关理论论述了在英语教学的开展过程当中,如何把握学生的认知规律以提升英语教学质量.     

基于多元智能的高职高专艺术专业学生个性化英语教学研究

本文以多元智能理论为基础,结合高职高专艺术专业学生学习英语的具体特点,对相应的教学实践作了探讨分析,以期对以后英语教学实践产生一定的积极影响。     

基于语块理论的听力教学

语块越来越受到重视。本文基于语块理论,探讨了语块应用于英语听力教学的有效途径和在听力教学中的具体运用,目的是提高听力效率,从而提高学生的听力水平。     

Student teacher challenges: using the cognitive load theory as an explanatory lens

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching.     

基于归因理论的教师教学实践研究

归因理论分析了人们如何解释自己或他人行为以及这种解释如何影响他们的情绪、动机和行为。归因理论对教师的教育教学有重要作用——教师应全面把握学生的归因特点,并善于运用相关理论对学生进行指导,帮助学生对自己的行为结果做出恰当的归因。正确运用归因理论有助于教育目标的实现,能够提高教育教学的有效性。