认知负荷理论及其对多媒体教学的启示

Cognitive Load Theory and Its Implications for Multimedia Teaching

〗同时利用视觉和听觉两个通道呈现不同形式信息,其学习效果要好于利用视觉或听觉单一通道呈现。同时利用视觉和听觉通道传递信息的时候,一定要注意视觉信息和听觉信息要保持内在一致性,才能取得良好的教学效果。多媒体作品能充分调动学习者多重感官通道。对于复杂学习并不是越丰富的信息呈现就能取得更好的学习效果,复杂学习属于更高层次的认知技能学习,隐含着较高的内在认知负荷。对学习任务进行处理,使其变为相对独立的、低关联的多个元素材料,从而减小内在认知负荷,同时在减小外部认知负荷的情况下提高相关认知负荷。

From the cognitive load theory,we know that if visual information and auditory information maintain internal consistency,good effect will be achieved during multimedia teaching.Also,when designing multimedia material,more attention should be paid to students rather than technology itself.As high-level cognitive skills,complex learning implies a higher intrinsic cognitive load.So,it is necessary for us to devide tasks into relatively independent,low-associated elements,thereby reducing the intrinsic cognitive load.