梅耶多媒体教学设计原理的生成与架构  

The Formation and Structure of R.E.Mayer's Principles for Multimedia Instruction Design

作　　者：严莉[1] 苗浩[2] 王玉琴[2] 

机构地区：[1]华中师范大学信息管理学院 [2]华中师范大学信息与新闻传播学院教育信息技术系

出　　处：《现代远程教育研究》2013年第4期38-47,共10页Modern Distance Education Research

基　　金：2010教育部人文社会科学研究青年基金项目"基于活动理论的学习模式与设计研究"(10YJC880139);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)

摘　　要：多媒体学习理论是一个贯通了学习理论与教学理论的科学体系。作为学习理论的多媒体学习认知理论基于双重编码理论、工作记忆模型以及生成加工理论,解释了学习者通过加工语词与画面所呈现的材料来建构知识的学习机制,属于解释性理论;作为教学理论的多媒体教学设计理论发展出一系列教学设计应遵循的原则,为教育实践提供了具有处方性意义的行动指南,属于处方性理论。解释性的学习理论为处方性的教学理论提供了扎实可靠的科学基础。在多媒体学习研究从学习理论向教学理论转化的过程中,多媒体教学设计理论是实现跃迁的关键环节,而认知负荷理论则是理论跃迁成功的关键变量。基于认知负荷理论,梅耶提出多媒体学习认知负荷三元模型,包括必要认知加工、外来认知加工和生成性认知加工。围绕这三类认知加工,梅耶及其同事进行了大量的实验研究,最终确定了12项与多媒体学习认知理论及其前提假设保持高度逻辑一贯性的多媒体教学设计原则。这些原则都是经得起实践检验的,但教学设计人员在应用的过程中,应明确各项原则的问题情境、适用范围等边际条件。The Multimedia Learning theory is a scientific system connecting the theory of learning and the theory of instruction.As an interpretive theory of learning,the cognitive theory of multimedia learning,based on dual coding theory,working memory model and generative process theory,explains the learning mechanism in which the learners construct knowledge by processing the materials presented in verbal and image form.Meanwhile,as an instructional theory,the design theory of multimedia instruction develops a set of principles for instructional design which could serve as prescriptive guidelines for practice.The interpretive theory of learning provides scientific foundations for the prescriptive theory of instruction.In multimedia learning research,the design theory of multimedia instruction is an essential step for the transformation from learning theory to instructional theory,and the cognitive load theory is the critical variable for this transformation.Based on the cognitive load theory,Mayer proposes a 3-fold model of cognitive processing in multimedia learning,which projects the intrinsic,extraneous,and germane load respectively.Mayer and his colleagues develop 12 principles of instructional design for multimedia learning through numerous experiments,and all of the principles are consistent with the cognitive theory of multimedia learning and its assumptions.These principles are evidence-based and practice-proven,and each principle has its own boundary conditions when applied in instruction design.

关 键 词：多媒体学习 教学设计 设计原则 认知负荷理论 边际条件 

分 类 号：G434[文化科学—教育学]