认知负荷理论及其发展

认知负荷理论是继建构主义理论后又一个对教学起着重要指导作用的心理学理论。本文对最新的认知负荷理论作了介绍,并对其这些年的发展作了分析,以理清其发展的脉络。     

基于认知负荷理论的“大学物理”教学

约翰·斯威勒提出的认知负荷理论,主张合理分配认知资源,对有效学习至关重要。如果教师在设计教学时能按照认知负荷理论,尽量减少学习任务中不必要的认知负荷,有助于提高教学的效果。因此,提出基于认知负荷理论的大学物理教学,可以通过物理知识的图表化、优化多媒体教学、融入物理学史等手段,管理内在认知负荷,降低外在认知负荷,增加相关认知负荷,以此减少学生的学习障碍,激发学生的学习兴趣,从而最终达到促进有效学习的目的。     

A Reconsideration of Cognitive Load Theory

Cognitive load theory has been very influential in educational psychology during the last decade in providing guidelines for instructional design. Whereas numerous empirical studies have used it as a theoretical framework, a closer analysis reveals some fundamental conceptual problems within the theory. Various generalizations of empirical findings become questionable because the theory allows different and contradicting possibilities to explain some empirical results. The article investigates these theoretical problems by analyzing the conceptual distinctions between different kinds of cognitive load. It emphasizes that reduction of cognitive load can sometimes impair learning rather than enhancing it. Cognitive load theory is reconsidered both from the perspective of Vygotski’s concept of the zone of proximal development and from the perspective of research on implicit learning. Task performance and learning are considered as related, but nevertheless fundamentally different processes. Conclusions are drawn for the further development of the theory as well as for empirical research and instructional practice.

基于认知负荷理论的问题式教学探究

问题式教学有利于增强学生的问题意识、培养学生解决问题的能力,被广泛应用于教学实践中。认知负荷理论为问题式教学的有效实施提供了新的理论指导。在分析认知负荷理论的核心观点与问题式教学特点的基础上,构建了基于认知负荷理论的问题式教学模式。该模式运用了一定的教学策略控制内部认知负荷,减少外部认知负荷,提高相关认知负荷,将问题式教学过程中可能产生的认知负荷总量控制在学习者的认知负荷范围内,保证了问题式教学的高效实施。将该教学模式应用于教学实践中,发现认知负荷理论对问题式教学的实施确实有积极的促进作用。基于实践反思,文章总结了基于认知负荷理论的问题式教学的优势及建议,以期为开展问题式教学提供一些有益的参考。     

Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement

The contributions to this special issue document some recent advances of cognitive load theory, and are based on contributions to the Third International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The contributions focus on developments in example-based learning, amongst others on the effects of integrating worked examples in cognitive tutoring systems; specify the effects of transience on cognitive load and why segmentation may help counteract these effects in terms of the role of time in working memory load; and discuss the possibilities offered by electroencephalography (EEG) to provide a continuous and objective measure of cognitive load. This article provides a short introduction to the contributions in this issue.     

基于认知负荷理论的教学媒体设计

首先对认知负荷的概念含义、主要观点和分类做简单扼要的论述。认知负荷理论提出了一些能减少学习者认知负荷,提高学习效率,并对教学媒体设计有指导作用的教学效应:分散注意力效应、双重感官效应、独立交互元素效应、元素交互效应及冗余效应。在阐述这些教学效应的基础上,分别给出它们在教学媒体设计中应用的例子。     

认知负荷理论的解读及启示

在阐述认知负荷理论基本观点的基础上,分析了教学中学生认知负荷的结构,并从提高课堂教学效果的角度,对优化教学中学生认知负荷结构提出了具体的建议：控制内在认知负荷;降低外在认知负荷;提高相关认知负荷。     

Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load

Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and more specifically its effects on cognitive load, can be regarded as a determinant of the effectiveness of instruction. We present an updated version of the cognitive load model of Paas and Van Merriënboer (Educational Psychology Review, 6:351–371, 1994a), in which the physical learning environment is considered a distinct causal factor that can interact with learner characteristics, learning-task characteristics, or a combination of both. Previous research into effects of the physical learning environment on cognitive performance that could inspire new cognitive load research is discussed, and a future research agenda is sketched.     

认知负荷理论与英语听力练习材料的设计

在语言收听过程中,记忆、尤其是瞬时记忆,是理解的前提。“认知负荷理论”吸收和应用了认知信息加工理论关于注意短时记忆的研究成果,认为学习者的工作记忆容量是有限的,工作记忆的限制性成为了学习的主要障碍;认为通过教学设计尽量减少学习任务中不必要的认知负荷,使工作记忆的容量更多地集中于将要学习的材料中,从而促进学习。文章探讨了在认知负荷理论指导下的英语听力练习材料的设计。     

Facilitating Flexible Problem Solving: A Cognitive Load Perspective

The development of flexible, transferable problem-solving skills is an important aim of contemporary educational systems. Since processing limitations of our mind represent a major factor influencing any meaningful learning, the acquisition of flexible problem-solving skills needs to be based on known characteristics of our cognitive architecture in order to be effective and efficient. This paper takes a closer look at the processes involved in the acquisition of flexible problem-solving skills within a cognitive load framework. It concludes that (1) cognitive load theory can benefit from putting more emphasis on generalized knowledge structures; (2) there are tradeoffs between generality and power with respect to specific versus generalized knowledge structures; (3) generalized knowledge structures of “medium” generality are essential for flexible expertise; and (4) cognitive load theory could provide a valuable framework for considering essential attributes of flexible expertise.     

样例学习认知负荷理论的研究及其展望

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。     

认知负荷理论视角下的微课程多媒体课件设计

微课程以其短小精悍、随时随地的特性渐渐步入教育领域。与此同时,如何设计微课程的多媒体课件,使其在短时间内充分展现知识内容,并符合学习者的学习规律,成为微课程设计的焦点。从认知负荷理论视角,分析了学习过程中的认知负荷情况,并结合大量实例,实践了降低啄生性认知负荷、无关性认矢口负荷,以硬提高相关性认知负荷的策略和方法,实现了认知负荷在微课程课件设计中的导向性作用。     

简析认知负荷理论及其教学应用

认知负荷理论主要是关注两方面的资源分配,即学习者在获取外来的资源分配和问题解决的资源分配,这两者在记忆空间分配平衡与否,直接或间接影响到学习者的记忆效能。本文简析了认知负荷理论,并结合学习者的个性特征、认知结构、认知风格,简要阐述了该理论在实际教学中的指导作用,以期能够更好地为教学服务。     

Element Interactivity and Intrinsic,Extraneous, and Germane Cognitive Load

In cognitive load theory, element interactivity has been used as the basic, defining mechanism of intrinsic cognitive load for many years. In this article, it is suggested that element interactivity underlies extraneous cognitive load as well. By defining extraneous cognitive load in terms of element interactivity, a distinct relation between intrinsic and extraneous cognitive load can be established based on whether element interactivity is essential to the task at hand or whether it is a function of instructional procedures. Furthermore, germane cognitive load can be defined in terms of intrinsic cognitive load, thus also associating germane cognitive load with element interactivity. An analysis of the consequences of explaining the various cognitive load effects in terms of element interactivity is carried out.     

Cognitive Load Theory: New Conceptualizations,Specifications, and Integrated Research Perspectives

Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new conceptualizations of the different categories of cognitive load, an integrated research perspective of process-oriented and cognitive load approaches to collaborative learning, an integrated research perspective of cognitive and social–cognitive approaches to example-based learning, and a specification of the theory focusing on the acquisition of generalized knowledge structures as a means to facilitate flexible problem-solving skills. This article provides a short introduction to the theory, discusses some of its recent advances, and provides an overview of the contributions to this issue.     

谈思维导图解决大学英语课堂的认知负荷问题

根据认知负荷理论,学习受认知负荷与工作记忆的影响。当今信息时代,大学英语课堂的认知负荷往往超过学生的工作记忆能力,教学达不到预期的效果。针对这一问题,研究了运用思维导图解决英语教学过程中的认知负荷问题,给出一种基于建构主义教学模式设计思维导图的案例,并对英语教学中思维导图的设计要领进行了分析和探讨。分析和实践表明,在英语课堂教学中运用思维导图对于激发学生的发散性思维,促进知识建构,提高教学效果具有重要意义。     

行动研究:利用认知负荷理论调整阅读教学

阅读教学中所用材料给学生带来过高的认知负荷,严重妨碍学生语言习得。教师应利用认知心理学的认知负荷理论,围绕问题,设计不同方案,积极调置教学计划和课堂教学模式。在实施过程中收集数据,并最后对数据分析,得出结论:教师在教学过程中,应保证教学材料具有适当的认知负荷,这样才能使学生的学习达到最佳化。     

认知负荷理论及其研究的进展与思考

认知负荷理论是基于人类认知结构与外界信息结构交互作用而决定教学设计的理论.认知负荷理论的教学设计研究多集中在降低外在、内在负荷和增加有效负荷等方面.认知负何理论虽取得了巨大的进展,但也存在亟待解决的一些问题,需要从理论本身和方法论两个层面进行思考.     

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

Educational Psychology Review - Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this...     

Rethinking the Boundaries of Cognitive Load Theory in Complex Learning

Educational Psychology Review - In the traditional framework of cognitive load theory, it is assumed that the acquisition of domain-specific knowledge structures (or schemas) is the only...