基于认知负荷理论视域下高师公共教育学课程设计

目前高师公共教育学课程陷入"学生厌学、教师厌教"的尴尬境地。课程目标空洞泛化,课程内容固化死板,教学内容呈现方式单一,组织低效等,导致大学生认知负荷超载,课堂效率低下。为提高公共教育学课堂实效,从高师教育学课程设计中存在的问题出发,尝试从认知负荷理论切入,探索公共教育学课程设计基本规律,以期为公共教育学课程改革提供有益的借鉴。

Currently public pedagogy course fell into an embarrassing situation that students do not want to learn and teachers dislike teaching. Empty and generalized course objectives, fixed and rigid teaching contents and single teaching content presentation lead to cognitive overloading of students and low efficiency of class teaching. In order to improve the class effectiveness of public pedagogy, based on curriculum design problems, this paper tries to take cognitive load theory as a cutting-in point and explores the basic design law of the public education course to prorides useful reference for the reform of pedagogy curriculum.