【摘要】 认知负荷理论(CognitiveLoadTheory)是在现代认知心理学研究的成果基础上提出的一种促进教学设计的理论,它为研究认知处理和教学设计提供了一种新的理论框架。在认同G. Miller关于短时记忆受制于它所能同时容纳的成分的数量的理论基础上,CLT把图式作为组成个体知识基础的认知结构,关注降低工作记忆负荷的教学设计技术,以便促进与图式获得有关的长时记忆的变化。由于同时考虑到信息的构成和学习者内部允许其处理这些信息的认知结构,认知负荷理论已经产生了多种独特的且有时与直觉相矛盾的教学设计和程序。本文概括介绍了认知负荷理论的一些基本原理及其对教学、网页制作和其他信息呈现方式的设计的含义,以能够对教学设计及相关信息呈现设计有所启示。更多还原

【Abstract】 Cognitive load theory is a theory generated to promote instructional design based on the progresses of modern cognitive psychological researches. It provides a theoretic framework for investigations into cognitive processes and instructional design. Recognizing that short-term memory is limited by the number of elements that it can contain simultaneously, CLT builds a theory that treats schemata as the cognitive structures that make up an individual’s knowledge base. Cognitive load theory is concerned with techniques for reducing working memory load in order to facilitate the changes in long-term memory associated with schema acquisition. By simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information,theorists on cognitive load have been able to generate an unique variety of new and sometimes counterintuitive instructional designs and procedures. The author shows briefly some elementary principles in CLT and their implications for the design of better instructions, websites, and any other information presentation format on the chance that the work could inspire instructional design and correlative information presentation design.更多还原