认知负荷理论及其对学科教学的启示

Cognitive Load Theory and its Enlightenment on Subject Teaching

认知负荷理论原是有关认知资源分配的心理学理论,后被引申运用为教育教学指导性理论。Sweller等人认为,问题解决和学习过程中的各种认知加工活动均需消耗一定的认知资源,若活动所需资源量超过个体的认知资源总量,就会引起资源的分配不足,从而降低个体学习或问题解决的效率,形成认知超载。从学科教学角度研究认知负荷理论,可在深入分析影响学生认知负荷因素的基础上,通过更加合理的教学设计,及更高效的教学方法选择,达到"低投入、高回报"的教学效果,以最大限度地缓解学生学习压力,并推动教师教学方式的更新和社会教育教学改革的深化。

Cognitive load theory, originally a theory of psychology about cognitive resource allocation, was later ap-plied into education and became an educational guidance theory. From the perspective of subject teaching, the studyof cognitive load theory can produce what is called'low investment, high return'effect via scientific analysis of thefactors influencing the students' cognitive load, reasonable teaching design and more efficient teaching methods,which is believed to be able to relieve the students' tension up to the hit and promote the teachers' up-dating oftheir teaching methods and the deepening of social education reform.