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近年来认知负荷理论逐渐在教学领域,尤其是在教学设计方面,产生越来越重要的影响.教学设计不能对内在认知负荷产生直接的影响,既即使是恰当的教学设计也不会对其产生影响.但是教学设计可以改变外在认知负荷和相关认知负荷,这两种认知负荷的产生,与教学设计的恰当与否有直接关系.本文在教学设计方面所指的认知负荷皆指外在认知负荷量和相关认知负荷量的总和,以《弧、弦、圆心角》为例,分析当前不恰当的教学设计在增加学生认知负荷方面的问题,据此提出如何进行恰当的教学设计,进而减轻学生的认知负荷,即运用切割分行或符号标志技术等呈现定理新形式、对多种形式进行整合、重视小结环节.本文提出的教学设计方式对数学其他方面的教学设计具有一定的启发作用.
In recent years, the theory of cognitive load gradually becomes more and more important in the field of teaching, especially in the field of instructional design.Teaching design can not have a direct impact on the intrinsic cognitive load, and it will not affect even the proper instructional design But the teaching design can change the external cognitive load and the related cognitive load.These two kinds of cognitive load are directly related to the proper design of the instructional design.In this paper, Load refers to the sum of external cognitive load and related cognitive load. Taking “arc, chord, central angle” as an example, this paper analyzes the current inappropriate teaching design in increasing students’ cognitive load, How to carry out appropriate instructional design and then reduce the cognitive load of students, that is, the use of cutting branches or symbolic signs such as the emergence of a new form of theorem, the integration of various forms, emphasis on the summary of the link.The teaching design proposed in this paper is different from other aspects of mathematics The teaching design has a certain inspiration.