SPOC混合学习中认知负荷的优化控制与有效学习——以大学英语为例
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摘要
大学英语SPOC混合学习是大学英语改革适应高等教育信息化发展要求的必然趋势,促进学生有效学习是大学英语SPOC混合学习的价值诉求。基于认知负荷理论的视角,在大学英语SPOC混合学习中通过有效的教学设计对学习者的认知负荷进行优化控制,能够对学习者的学习效果产生积极作用,进而促进学习者的有效学习,并在此基础上设计基于有效学习的大学英语SPOC混合学习流程框架,有助于进一步促进大学英语教学创新,提高大学英语教学质量。
SPOC blended learning as applied in college English teaching indicates a trend towards high education informationization and effective learning is the value it claims to pursue. From the Cognitive Load Theory( CLT),optimization management of cognitive load in SPOC blended learning design exerts a positive impact on learners' learning results and thus helps to improve their learning effectiveness. A framework for SPOC blended learning as applied in college English teaching is established to promote effective learning and innovations in college English teaching and eventually improve teaching and learning quality.
SPOC blended learning as applied in college English teaching indicates a trend towards high education informationization and effective learning is the value it claims to pursue. From the Cognitive Load Theory( CLT),optimization management of cognitive load in SPOC blended learning design exerts a positive impact on learners' learning results and thus helps to improve their learning effectiveness. A framework for SPOC blended learning as applied in college English teaching is established to promote effective learning and innovations in college English teaching and eventually improve teaching and learning quality.
引文
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[5]Seufert,T.,I.J nen&R.Brünken.The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation[J].Computers in Human Behavior,2007(3):1055-1071.
[6]龚德英,刘电芝,张大均.元认知监控活动对认知负荷和多媒体学习的影响[J].心理科学,2008(4):880-882.
[7]Leahy,W.,P.Chandler&J.Sweller.When Auditory Presentations Should and Should not Be a Component of Multimedia Instruction[J].Applied Cognitive Psychology,2003(4):401-418.
[8]罗群英,陈仕品,张剑平.基于认知负荷理论的网络课程设计---以国家精品课程“现代教育技术”的网络课程为例[J].开放教育研究,2009(2):61-65.
[2]Sweller,J.Cognitive load during problem solving Effects on learning[J].Cognitive Science,1988(2)257-285.
[3]龚德英.多媒体学习中认知负荷的优化控制[D].重庆:西南大学,2009:1-7.
[4]Paas,F.,A.Renkl&J.Sweller.Cognitive Load Theory and Instructional Design:Recent Developments[J].Educational Psychologist,2003(1):1-4.
[5]Seufert,T.,I.J nen&R.Brünken.The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation[J].Computers in Human Behavior,2007(3):1055-1071.
[6]龚德英,刘电芝,张大均.元认知监控活动对认知负荷和多媒体学习的影响[J].心理科学,2008(4):880-882.
[7]Leahy,W.,P.Chandler&J.Sweller.When Auditory Presentations Should and Should not Be a Component of Multimedia Instruction[J].Applied Cognitive Psychology,2003(4):401-418.
[8]罗群英,陈仕品,张剑平.基于认知负荷理论的网络课程设计---以国家精品课程“现代教育技术”的网络课程为例[J].开放教育研究,2009(2):61-65.