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基于认知负荷理论的生物学实验教学例析——以“观察洋葱根尖细胞的有丝分裂”为例 被引量:4

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摘要 本文从认知负荷理论的视角,提出在中学生物学实验教学中控制内在认知负荷、降低外在认知负荷、提高相关认知负荷的策略,从而实现实验知识、实验技能、实验方法的有效迁移。
作者 陶忠华
机构地区 浙江省富阳中学
出处 《生物学教学》 北大核心 2016年第8期38-39,共2页 Biology Teaching
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