基于认知负荷理论的远程教育微课教学设计原则  

Distance Education Design Principles of Micro-lecture Teaching based on CLT

作　　者：周利平[1] 翁艳[1] 苏理华[1] 谭明杰[1] ZHOU Liping;WENG Yan;SU Lihua;TAN Mingfie(College of Engineering and Technology, Sichuan R_adio and TV University, Chengdu 610073, China)

机构地区：[1]四川广播电视大学工程技术学院,成都610073

出　　处：《成都工业学院学报》2017年第4期64-69,共6页Journal of Chengdu Technological University

基　　金：全国教育科学"十三五"规划教育部重点课题(DCA160258)

摘　　要：目前数字教育资源海量化,但优质教育资源依旧不足。优质教育资源的产出需要好的教学设计。根据基于认知负荷理论的梅耶多媒体教学设计原则提出了远程教育微课教学设计原则框架,包括减少外来认知加工的原则、善用必要认知加工的原则和促进生成认知加工的原则。并将其应用在城市燃气工程技术专业核心课程的微课教学设计实践中。实践与调查研究表明,利用微课教学设计原则进行教学设计的微课在各项微课评价指标测评中均占绝对优势,尤其在情景创设、问题设计、兴趣培养和思维表征等方面表现突出。At present, digital educational resources are massively produced, but the quality educational resources are still not enough. The output of quality educational resources is guided by good instructional design. In the light of multimedia teaching design principles of Mayer based on cognitive load theory （CLT）, the design principles framework of micro-lecture teaching was proposed, including reducing the external cognitive processing principle, efficiently implementing the necessary cognitive processing principle and promoting the formation of cognitive processing principle. Then, the proposed framework was applied to the teaching design practice of micro-lectures of the core courses of urban gas engineering technology specialty. Practice and investigation show that the micro-lectures based on the micro-lecture teaching design principle framework have superior performance in various micro-lecture curriculum evaluation index tests, especially in the fields of scenarios creation, knowledge application, question design, interest cultivation and thinkin~ representation.

关 键 词：认知负荷 多媒体认知学习理论 多媒体教学理论 远程教育 多媒体教学设计原则 微课 

分 类 号：G432[文化科学—教育学]