理查德·梅耶多媒体学习的理论基础  

The Theoretical Foundations of Richard Mayer's Multimedia Learning

作　　者：王建中[1] 曾娜[1] 郑旭东[2] 

机构地区：[1]华中师范大学物理科学与技术学院,湖北武汉430079 [2]华中师范大学信息与新闻传播学院教育信息技术系,湖北武汉430079

出　　处：《现代远程教育研究》2013年第2期15-24,共10页Modern Distance Education Research

基　　金：湖北省教育科学"十二五"规划2012年度立项课题"基于全媒体的基础教育数字资源的组织与推送模式研究"(2012B008);华中师范大学中央高校基本科研业务费项目"赛博基础设施促进研究型大学变革的理论与策略研究"(120002040679)

摘　　要：梅耶的多媒体学习理论是建立在坚实的理论基础和可靠的实证经验基础上的科学体系。多媒体学习的认知理论是理解多媒体学习的关键。双重通道假设、容量有限假设和主动加工假设是梅耶构建多媒体学习认知理论的基石,也是整个多媒体学习科学体系的逻辑起点。这三大假设赖以成立的理论前提正是双重编码理论、工作记忆模型、生成学习理论和认知负荷理论,由此构成了多媒体学习的理论基础。具体而言,双重编码理论和工作记忆模型为多媒体学习的认知理论构建提供了关键概念与元素;生成学习理论则为多媒体学习的认知理论构建提供了基本的解释性框架;多媒体学习的认知理论正是由这些关键概念、元素和解释性框架整合而成;而认知负荷理论则以多媒体学习的认知理论为基础,进而为多媒体教学的系列设计原理提供了关键支撑。The theory of multimedia learning proposed by Richard Mayer, a scientific system of logic and preciseness, is established on solid theoretical foundations and reliable empirical evidences. The cognitive theory of multimedia learning is the key to understanding the essentials of multimedia learning and is built on the assumptions, including dual-channel, limited capacity, and active processing, which also function as the logic starting point of the multimedia learning system. The three assumptions are derived from Paivio＇s dual-coding theory, Baddeley＇s working memory model, Wittroek＇s generative learning, and John Sweller＇s cognitive load theory. In this article, the authors propose that dual-coding theory and working memory model provide the essential concepts and elements for the cognitive theory of multimedia learning; generative learning theory provides the fundamental framework for the cognitive theory building in multimedia learning; the cognitive theory of multimedia learning is made of these crucial concepts, elements and explanatory framework. Meanwhile, based on the cognitive theory of multimedia learning, the cognitive load theory from John Sweller provides the significant support for instructional design orinciples of multimedia teachinK.

关 键 词：多媒体学习 理论基础 双重编码 工作记忆 生成学习 认知负荷 

分 类 号：G43[文化科学—教育学]