认知负荷理论及其研究的进展与思考被引量：80

A Reconsideration of Cognitive Load Theory and Its Relevant Studies

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摘要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。 Based on the interaction of human cognitive structure and the external information, Cognitive Load Theory concernswith the instruction design, whose related studies mostly focus on issues as how to reduce the external and internal load, and how to increase the effective load. Great achievements and limitations coexist in the research field of Cognitive Load Theory, and reconsiderations have to be made in terms of both theory and methodology.

作者唐剑岚周莹

机构地区南京师范大学课程与教学研究所广西师范大学数学科学学院

出处《广西师范大学学报（哲学社会科学版）》 CSSCI 2008年第2期75-83,共9页 Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基金新世纪广西高等教育教学改革工程"十一五"项目(2006194) 广西师范大学青年骨干教师科研项目([2006]10)

关键词工作记忆认知负荷教学设计负荷测量教学策略 working memory cognitive load mathematics design load measurement etching strategy

分类号 G42 [文化科学—课程与教学论]

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