基于认知负荷理论的“大学物理”教学被引量：1

College Physics Teaching Based on Cognitive Load Theory

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摘要约翰·斯威勒提出的认知负荷理论,主张合理分配认知资源,对有效学习至关重要。如果教师在设计教学时能按照认知负荷理论,尽量减少学习任务中不必要的认知负荷,有助于提高教学的效果。因此,提出基于认知负荷理论的大学物理教学,可以通过物理知识的图表化、优化多媒体教学、融入物理学史等手段,管理内在认知负荷,降低外在认知负荷,增加相关认知负荷,以此减少学生的学习障碍,激发学生的学习兴趣,从而最终达到促进有效学习的目的。 The cognitive load theory was advanced by Professor John Sweller which advocated rational distribution of cognitive resources. If the teacher can reduce the unnecessary cognitive load of the learning tasks in the instructional design, it is crucial for the effective learning. The article explores several aspects of cognitive load theory, including the using of schema, multimedia and citations from the physics history of college physics teaching. The examples of applying the theory are provided for the physics teacher to manage intrinsic cognitive load, reduce extraneous cognitive load and increase germane cognitive load. These methods are aimed at reducing disabilities and stimulating interest of students in learning to increase instructional effect.

作者张文涛潘红亮刘冬冬张淑芳

机构地区徐州工程学院数理学院徐州空军学院航弹系

出处《煤炭高等教育》 2013年第6期111-115,共5页 Meitan Higher Education

基金 2012年度徐州工程学院高等教育立项课题"认知负荷理论在大学物理教学实践中的应用研究"(YGJ1273) 2012年度徐州工程学院高等教育立项课题"基于物理大师费曼教学风格探索新形势下大学物理教学"(YGJ12103)

关键词认知负荷理论大学物理教学设计 cognitive load college physics instructional design

分类号 G642 [文化科学—高等教育学]

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参考文献9

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二级参考文献28

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