职业教育产教融合型数字化教材开发研究——基于认知负荷的机理分析

Research on the Development of Industry-Education Integration Digital Textbook in Vocational Education—Mechanism Analysis Based on Cognitive Load

在数字化教学环境中,海量知识信息容易导致学习者的认知过载,教材的开发应着重关注学习者如何有效应对认知负荷。职业教育强调学习者在具体学习情境中的“体知”,在具身认知理论视角下分析认知负荷的内在机理,并从内容、体例及使用三个维度探究产教融合型数字化教材的应然转向。为优化认知负荷,教材应过滤冗余信息,遵循行动导向原则,使教材内容“无痕”融入学习情境;契合工作逻辑,重组技术知识,编排“行知有序”的教材体例;教师作为教材的重要组成部分,应根据教学设计开发配套学材,以促进学习者技术知识的创生。

In the digital teaching environment,massive amounts of knowledge and information can easily lead to learners’cognitive overload.The development of textbooks should focus on how learners can effectively cope with cognitive load.Vocational education emphasizes learners’“embodied knowledge”in specific learning contexts,analyzes the internal mechanism of cognitive load from the perspective of embodied cognition theory,and explores the advantages of industry-education integration digital textbook from three dimensions:content,format,and usage.To optimize cognitive load,textbooks should filter redundant information,follow action oriented principles,and not obviously integrate textbook content into learning contexts;align with work logic,reorganize technical knowledge,and arrange teaching materials in an orderly manner;as an important component of textbooks,teachers should develop supporting teaching materials based on teaching design to promote the creation of technical knowledge among learners.