| 认知负荷理论及其对多媒体教学的启示 |
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| 引用本文： | 潘吟松,覃翠华. 认知负荷理论及其对多媒体教学的启示[J]. 广西师范学院学报(自然科学版), 2011, 28(4): 123-126 |
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| 作者姓名： | 潘吟松 覃翠华 |
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| 作者单位： | 1. 广西大学电气学院,广西南宁,530004
2. 广西师范学院计算机与信息工程学院,广西南宁,530023 |
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| 基金项目： | 广西师范学院2010年教改项目:以学科应用为导向的教育技术公共课教学改革研究与实践 |
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| 摘 要： | 〗同时利用视觉和听觉两个通道呈现不同形式信息,其学习效果要好于利用视觉或听觉单一通道呈现。同时利用视觉和听觉通道传递信息的时候,一定要注意视觉信息和听觉信息要保持内在一致性,才能取得良好的教学效果。多媒体作品能充分调动学习者多重感官通道。对于复杂学习并不是越丰富的信息呈现就能取得更好的学习效果,复杂学习属于更高层次的认...
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| 关 键 词： | 认知负荷 多媒体教学 设计 |
Cognitive Load Theory and Its Implications for Multimedia Teaching |
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| PAN Ying-song,QIN Cui-hua. Cognitive Load Theory and Its Implications for Multimedia Teaching[J]. Journal of Guangxi Teachers Education University:Natural Science Edition, 2011, 28(4): 123-126 |
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| Authors: | PAN Ying-song QIN Cui-hua |
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| Affiliation: | 1.1.College of Electric Engineering,Guangxi University,Nanning530004,China;2.College of Computer & Information Engineering,Guangxi Teachers Education University,Nanning 530023,China) |
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| Abstract: | From the cognitive load theory,we know that if visual information and auditory information maintain internal consistency,good effect will be achieved during multimedia teaching.Also,when designing multimedia material,more attention should be paid to students rather than technology itself.As high-level cognitive skills,complex learning implies a higher intrinsic cognitive load.So,it is necessary for us to devide tasks into relatively independent,low-associated elements,thereby reducing the intrinsic cognitive load. |
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| Keywords: | cognitive load multimedia teaching design |
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