陈巧芬;

• 1:浙江海洋学院 浙江定海316004

摘要(Abstract)：

认知负荷理论是继建构主义理论后又一个对教学起着重要指导作用的心理学理论。本文对最新的认知负荷理论作了介绍,并对其这些年的发展作了分析,以理清其发展的脉络。

关键词(KeyWords)： 认知负荷;认知结构;教学效应

Abstract:

Keywords:

基金项目(Foundation):

作者(Authors): 陈巧芬;

参考文献(References)：

• [1]辛自强,林崇德.认知负荷与认知技能和图式获得关系及其教学意义.华东师范大学学报(自然科学版),2002(12)
• [2]John Sweller,Jeroen J.G.van Merrienboer,and Fred G.W.C.Paas3.Cognitive Architecture and Instructional Design.Educational Psychology Review,Vol.10,No.3,1998,251-296
• [3]Fred Paas,Juhani E.Tuovinen,e.tal.Cognitive Load Measurement as a Means to Advance Cognitive Load Theory.EDUCATIONAL PSYCHOLOGIST,38(1),63–71
• [4]Roland Brünken,Jan L.Plass,Detlev Leutner.Direct Measurement of Cognitive Load in Multimedia Learning.EdCATIONAL PSYCHOLOGIST,38(1),53-61
• [5]Jeroen J.G.van Merrienboer and John Sweller.Cognitive Load Theory and Complex Learning:Recent Developments andFuture Directions.Educational Psychology Review,17(2),June2005,147-177
• [6]Sweller,J.,&Cooper,G.A.(1985).The use of worked examples as a substitute for problem solving in learning algebra.Cognition and Instruction,2,59-89.
• [7]Mark Ward,John Sweller.Constructuring EffectiveWorked Example.COGNITION AND INSTRUCTION,1990,7(1),1-39
• [8]Mitchell J.Nathan,e.tal.Learning Through Self-Explanation of Mathematics examples:Effects of Coignitve Load.1994Annual Meeting of The American Educational Research Assocation,New Orleans
• [9]PETER GERJETS,KATHARINA SCHEITER AND RICHARD CATRAMBONE.Designing Instructional Examples to Reduce Intrinsic Cognitive Load:Molar versus Modular Presentation of Solution Procedures.Instructional Science32:33–58
• [10]Abbas Darabi,David W.Nelson.Training and Transfer of Complex Cognitive Skills:Effects of Worked Examples and Conventional Problem-Solving.[BD/OL]http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2b/c7/f0.pdf
• [11]Alexander Renkl,Robert K.Atkinson,Uwe H.Maier.From Studying Examples to Solving Problems:Fading Worked-Out Solution Steps Helps Learning.[DB/OL]http://scholar.google.com/scholar-hl=zh-CN&lr=&newwindo w=1&q=cache:v8mVI07_7fAJ:www.ircs.upenn.edu/cogsci2000/PRCDNGS/SPRCDNGS/PAPERS/RENAT-MA.PDF+
• [12]Jeroen J.G.van Merri-nboer,Paul Ayres.Research on Cognitive Load Theory and Its Design Implications forE-Learning.ETR&D,Vol.53,No.3,2005,5–13
• [13]Gary R.Morrison,Gary J.Anglin.Research on Cognitive Load Theory:Application to E-Learning.ETR&D,Vol.53,No.3,2005,94–104
• [14]Richard E.Mayer,Roxana Moreno.Nine Ways to Reduce Cognitive Load in Multimedia Learning.EDUCATIONAL PSYCHOLOGIST,38(1),43–52
• [15]Alexander Renkl,Robert K.Atkinson.Structuring the Transition From Example Study to Problem Solving inCognitive Skill Acquisition:A Cognitive Load Perspective.EDUCATIONAL PSYCHOLOGIST,38(1),15–22
• [16]Jeroen J.G.van Merri-nboer,Richard E.Clark,Marcel B.M.de Croock.Blueprints for Complex Learning:The4C/ID-Model.ETR&D,Vol.50,No.2,2002,39–64
• [17]Pascal W.M.Van Gerven1*,Fred Paas,e.tal.The efficiency of multimedia learning into old age.British Journal of Educational Psychology(2003),73,489–505