基于认知负荷理论的复杂学习整体任务设计探讨被引量：11

Discussion on "Cognitive Load Theory"-Based Whole-task Design of Complex Learning

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摘要目前的教学设计趋向于聚焦真实的学习任务,但由于这些任务的复杂性,使学习者的学习受到阻碍。文章基于认知负荷理论介绍了复杂学习任务的设计,并结合认知负荷理论具体探讨了如何通过降低认知负荷来进行复杂学习的整体任务设计。 Recently the instructional design tends to focus on authentic learning tasks. However, learner＇s learning may be hampered due to the complexity of those tasks. This article introduced tasks design of complex learning, based on CLT（Cognitive Load Theory）. Then combined with CLT, it discussed specifically how to design the whole task on complex learning by reducing learner＇s cognitive load.

作者倪其育刘丽丽

机构地区扬州大学新闻与传媒学院

出处《现代教育技术》 CSSCI 2009年第3期39-41,77,共4页 Modern Educational Technology

基金江苏省"十一五"教育科学规划重点资助课题"学习科学与技术支持的理论与实践研究"(项目编号:B-a/2006/01/017)的阶段性成果

关键词认知负荷理论复杂学习整体任务设计 Cognitive Load Theory Complex Learning Whole-task Design

分类号 G40-057 [文化科学—教育学原理]

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参考文献7

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