基于认知负荷理论的教学设计对运动技能学习影响的研究

Effect of Teaching Design Based on the Cognitive Load Theory in Motor Skill Learning

运用实验等方法探讨不同的学习材料呈现方式和练习方案对运动技能学习的影响。实验结果表明:实验结束后即刻测试运动技能成绩显示,练习方案在学习材料呈现方式两个水平上的简单效应显著,传统讲解附图示结合传统练习附自解组的运动技能操作成绩最优;一周后运动技能操作成绩保持测试显示,学习材料呈现方式在练习方案两个水平上的简单效应显著,传统练习附自解组结合传统讲解附图示组的运动技能成绩保持优于其他组。结论:运动技能学习过程中,增加学习者的自我解释和附以图示的技术讲解对运动技能学习绩效将产生积极影响,传统讲解附图示结合传统练习附自我解释将有助于运动技能的学习和绩效的保持。

By using experimental method, the paper studies the effect of different learning materials presentation and exercise programs on motor skill learning. Experimental results show ： the achievement of the test after the ex- periment show that the simple effect of exercise programs on the two levels of learning materials presentation is sig- nificant. The traditional explanation with drawings combined with traditional self-exercises with self explanation has the best scores of the motor skills. The test results of motor skills keeping after the week show that the simple effect of learning materials presentation on the two levels of exercise programs is significant. The traditional expla- nation with self-explanation group combined with traditional explanation with drawings has better score than other groups. It concludes that in the motor skills learning, there will have a positive impact on motor skill learning if the learner＇s self-explanation and skill explanation with drawings are increased. The traditional explanation with drawings combined with traditional exercises with self-explanation will enhance the maintenance of the learning and performance of motor skill.