多媒体基础英语教学中减少认知超载的实验研究

An Empirical Study of Reducing Cognitive Overload in the Multimedia Teaching of Basic English

多媒体学习认知负荷理论主张合理分配认知资源对学习至关重要。基于多媒体认知负荷学习理论的实验组和基于信息传送理论的控制组的教学对比实验结果显示：实验组的期中、期末测试平均成绩均高于控制组，总体进步幅度大于控制组；说明教学中运用认知负荷理论能更有效地减少认知超载，促进有意义的加工。

Cognitive load theory of multimedia learning （CLTML） holds that rational distribution of cognitive resources is of vital importance to learning. The findings of the empirical study between the experimental group based on CLTML and the controlled group guided by Information Delivery Theory （IDT） in the multimedia teaching of Basic English show that the average performance of the former in the mid-term and final examinations is much better than that of the latter,with a higher ratio in progress as well,proving that instructional design guided by CLTML facilitates reducing cognitive overload and meaningful processing better.