认知负荷理论在教学设计中的应用研究新进展

认知负荷理论研究证明,样例能够减少无关认知负荷,能增加认知活动中更多的工作记忆资源,以促进学习和迁移成绩的提高。近来,认知负荷研究的重点开始转向寻找好的教学设计的刺激工作记忆资源的分配来提高相关认知负荷。文章深化样例设计和应用来促进学习和迁移的实验研究进行了评述,以期为认知负荷与教学设计的研究提供新的参考框架。

The New Development of the Application of Cognitive Load Theory in Instruction Designs

It has been argued in CLTthat worked examples decrease extraneous load,enabling more Working Memory（WM） resources to be directed to activities that facilitate learning and transfer performance.Recently,cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities.This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer and describes the new reference framework for future research about cognitive load and instruction design.