样例学习效应与教学设计原则  

The Effect of Worked Example Learning with Principles for Instructional Design

作　　者：张奇 董成文 张庆翔 ZHANG Qi;DONG Cheng-wen;ZHANG Qing-xiang(College of Psychology, Liaoning Normal University, Dalian Liaoning 116029, China)

机构地区：[1]辽宁师范大学心理学院,辽宁大连116029

出　　处：《苏州大学学报（教育科学版）》2018年第1期31-46,共16页Journal of Soochow University(Educational Science Edition)

基　　金：国家自然科学基金面上资助项目"数学运算样例中关键步骤的学习研究"(项目编号:30970888)的阶段性研究成果

摘　　要：2010年,Sweller用元素交互作用的观点修正了认知负荷理论,并解释了在样例学习实验研究中发现的一系列认知负荷效应。2011年,Renkle归纳样例学习的研究结果,提出了9条教学设计指导方针。根据Sweller对认知负荷效应的解释和Renkle教学指导方针的实验和理论依据,笔者概括出17个样例学习效应,归纳出17个教学设计原则。如果教师们可以正确领会和运用这些原则,将会提高教学效果和效率。Sweller amended cognitive load theory with the idea of elemental interaction and reinterpreted fourteen cognitive load effects in2010.In the2011,Renkle put forward nine guiding principles of instruction according to his induction of worked-example study.According to the interpretation of14cognitive load effect offered by Sweller and9teaching guidelines proposed by Renkle,the authors summarized seventeen workedexample learning effects and seventeen instructional design principles.The authors expect that the teachers will correctly understand and apply these principles to improve classroom teaching effectiveness and efficiency.

关 键 词：认知负荷理论 认知负荷效应 样例学习效应 教学设计 

分 类 号：G442[哲学宗教—心理学]