摘要
认知负荷理论依据工作记忆容量的有限性和认知资源总量的恒定性,指出合理分配认知资源是有效学习的关键。在分级教学模式中,以认知负荷理论为指导的多媒体教学设计在了解学习者认知水平的基础上充分发挥多媒体的优势,设法克服工作记忆的有限性,提高学习者迁移知识和解决问题的能力。
On the bases of capacity limitation of working memory and invariable total of cognitive resources,CLT holds that rational allocation of cognitive resources is crucial to effective learning.In level-teaching model,multimedia teaching design,with full understanding of learners＇ cognitive levels,should take full advantages of strong points of multimedia and overcome weaknesses of working memory so that learners＇ ability,in terms of knowledge-transfer and problem-solving,can be strengthened.
出处
《宜春学院学报》
2012年第7期137-140,158,共5页
Journal of Yichun University
基金
西南林业大学教育科学研究项目(yb201024)
关键词
认知负荷
工作记忆
分级教学
多媒体
教学设计
cognitive load
working memory
level-teaching
multi-media
teaching design
