摘要
微课程以其短小精悍、随时随地的特性渐渐步入教育领域。与此同时,如何设计微课程的多媒体课件,使其在短时间内充分展现知识内容,并符合学习者的学习规律,成为微课程设计的焦点。从认知负荷理论视角,分析了学习过程中的认知负荷情况,并结合大量实例,实践了降低原生性认知负荷、无关性认知负荷,以及提高相关性认知负荷的策略和方法,实现了认知负荷在微课程课件设计中的导向性作用。
Microqecture with its short and everywhere feathers gradually walks into the educational domain. Simultaneously, the design focus turns to how to design the courseware of micro-lecture, such as how to demonstrate the content in such a short time. And all of them should be accordance with the learners＇ learning rules. Based on the cognitive load theory, this paper analyzed the cognitive load situation in the learning procedure; practice the methods of reducing intrinsic cognitive load, extraneous cognitive load, as well as the methods of increasing the germane cognitive load. The cognitive load theory plays a guidance role in the micro-lecture design.
出处
《现代教育技术》
CSSCI
2014年第2期20-25,共6页
Modern Educational Technology
基金
吉林大学2013年度本科教学改革研究立项项目"涉农学科的微课程设计与应用模式研究"(项目编号:2013335)
吉林大学农学部2011年青年科研启动基金"虚拟校园系统的漫游交互技术研究"(课题编号:4305050102PB)
关键词
微课程
认知负荷
多媒体课件
设计
micro-lecture
cognitive load
multimedia courseware
design
