认知负荷理论与英语听力练习材料的设计  

The Cognitive Load Theory and the Design of English Listening Materials

作　　者：张双华[1] 朱建斌[1] 

机构地区：[1]忻州师范学院,山西忻州034000

出　　处：《忻州师范学院学报》2006年第5期102-104,共3页Journal of Xinzhou Teachers University

摘　　要：在语言收听过程中,记忆、尤其是瞬时记忆,是理解的前提。“认知负荷理论”吸收和应用了认知信息加工理论关于注意短时记忆的研究成果,认为学习者的工作记忆容量是有限的,工作记忆的限制性成为了学习的主要障碍;认为通过教学设计尽量减少学习任务中不必要的认知负荷,使工作记忆的容量更多地集中于将要学习的材料中,从而促进学习。文章探讨了在认知负荷理论指导下的英语听力练习材料的设计。Memory, especially the working memory is the prerequisite of comprehension when one listens to a language. After absorbing the result in the research of the working memory by Cognitive Information Processing theory, the cognitive load theory believes that one＇ s working memory is limited and this limitation is one of the main barriers in one＇ s learning. It also stresses that teaching design should reduce the unnecessary cognitive load to its minimum, thus help the working memory focus on the learning materials and promote the learning activities. This paper explores the significance of the cognitive load theory to the design of English listening materials.

关 键 词：认知负荷理论 听力材料设计 数学设计 

分 类 号：H319.3[语言文字—英语]