基于4C/ID模型的面向综合学习的实证研究

EMPIRICAL RESEARCH ON INTEGRATIVE LEARNING BASED ON 4C/ID MODEL

本研究旨在探讨两种教学方法:4C/ID(A Four-Component Instructional Design)模型与传统模式对物理专业大学生知识获取和学习迁移的影响。实验组使用4C/ID模型设计进行教学,而控制组则使用传统模式,评估学生的学业表现,包括知识获取与学习迁移,同时对学生的认知负荷及焦虑情绪进行调查。结果显示,实验组在知识获取和学习迁移的评价上均优于控制组,但认知负荷和焦虑情绪也高于控制组,最后对产生的原因和进一步优化进行探讨。

The purpose of this study is to explore the influence of two teaching methods:4CID(A Four-Component Instructional Design)model and traditional model on knowledge acquisition and learning transfer of physics major college students.The experimental group used the 4C/ID model design for teaching,while the control group used the traditional model to evaluate students'academic performance,including knowledge acquisition and Learning transfer.Meanwhile,students'cognitive load and anxiety were investigated.The results showed that the experimental group was superior to the control group in the evaluation of knowledge acquisition and learning transfer,but the cognitive load and anxiety were also higher than the control group.Finally,the causes and further optimization were discussed.