基于认知负荷理论的多媒体教学呈现原则探讨

The Principles of Multimedia Instructional Presentation Based on Cognitive Load Theory

认知负荷理论与多媒体学习的认知理论是目前多媒体教学研究颇受关注的两个领域。两种理论都从人类的认知学习机制出发,通过实验研究提出了多媒体信息设计的原则。本文对其中与教学呈现有关的研究结果进行综合,具体归纳为巧用图示、巧用语音、巧用提示和图文整合呈现、去除无关的信息以及控制冗余信息等原则。对于每一条设计原则,本文梳理了相应的实验依据和应用建议,以便教师能加深理解和灵活运用。

Cognitive Load Theory and Cognitive Theory of Multimedia Learning are very important theories in the field of multimedia learning. Both take the human learning process as the starting-point for developing instructional design guidelines. The guidelines are based on dozens of controlled experimental research studies. This thesis summarizes the research results related to instructional presentation, and offers guidelines for the design of multimedia instructional presentation, including： making good use of visuals, audio narration and cues, integrated text and visuals, omitting irrelevant information and redundancy representation mode. For each guideline, research evidence and implication advices are provided for teachers and instruction designers in order to deep understanding and application.