| 行动研究:利用认知负荷理论调整阅读教学 |
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| 引用本文： | 高俊霞.行动研究:利用认知负荷理论调整阅读教学[J].广东广播电视大学学报,2006,15(3):103-106. |
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| 作者姓名： | 高俊霞 |
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| 作者单位： | 华南师范大学南海校区英语系,广东佛山,528225 |
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| 摘 要： | 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。
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| 关 键 词： | 认知负荷 分散注意效应 累赘效应 阅读教学 |
| 文章编号： | 1008-9764（2006）03-0103-04 |
| 收稿时间： | 2006-07-10 |
| 修稿时间： | 2006年7月10日 |
Action Research: Application of Cognitive Load Theory to Reading Teaching |
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| GAO Jun-xia.Action Research: Application of Cognitive Load Theory to Reading Teaching[J].Journal of Guangdong Radio & Television University,2006,15(3):103-106. |
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| Authors: | GAO Jun-xia |
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| Institution: | English Department of Nanhai Campus, South China Normal University, Foshan, Guangdong, 528225 |
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| Abstract: | Reading materials handout in class have imposed undue cognitive load to students in the process of reading teaching.An action research has been conducted in which cognitive load theory is utilized to change author's instructional design and classroom teaching mode.In the whole process,classroom behavior is observed and data is collected,it comes to a conclusion that learners' reading can be maximized efficiently by due cognitive load inherent to learning materials. |
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| Keywords: | cognitive load split-attention effect redundancy effect reading teaching |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
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