| 杨惠月,孙崇勇.从认知负荷视角看中小学生“减负”策略[J].陕西学前师范学院学报,2016,32(5):6-10 |
| 从认知负荷视角看中小学生“减负”策略 |
A Study on Primary and Middle School Students’ Burden-Reducing
Strategies under the Cognitive Load Theory |
| 投稿时间：2016-02-15 |
| DOI：10.11995/j.issn.2095-770X.2016.05.002 |
| 中文关键词: 中小学生 认知负荷 学业负担 减负策略 |
| 英文关键词: primary and middle school students cognitive load study burden burden-reducing strategies |
| 基金项目:2015年教育部人文社会科学规划基金项目（15YJA880056） |
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| 摘要点击次数: 1735 |
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| 中文摘要: |
| 认知负荷是指学生在学习或任务完成中进行信息加工所耗费的认知资源总量，其理论基础主要包括资源有限理论、图式理论和建构主义理论。认知负荷的三种类型即内在认知负荷、外在认知负荷、相关认知负荷与中小学生学业负担的关系均较为密切。在认知负荷视阈下，“减负”策略可以从教师行为与学生行为两个方面努力，具体包括多样化的教学设计、有效引导学生构建图式、改变学生学习方式与涉猎范围等。 |
| 英文摘要: |
| Cognitive load refers to the total amount of cognitive resources being invested during the process of learning or task completion for students, whose theoretical basis is mainly composed of the limited cognitive resource theory, the schema theory and the constructivism theory. Three categories of cognitive load, namely intrinsic cognitive load (ICL)、extraneous cognitive load (ECL) and germane cognitive load (GCL), are all closely related to study burden of the primary and middle school students. Under the cognitive load theory, effective and targeted burden-reducing strategies should be adopted, which include using diversified teaching design, guiding students to build schema effectively, changing the students’ learning methods and learning scope, and so on. |
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