基于认知负荷理论的高职数学教学质量评估  

Evaluation of Higher Vocational Mathematics Teaching Quality based on Cognitive Load Theory

作　　者：贾娟[1] Jia Juan(Xian Railway Vocational and Technical Institute,Xian,Shaanxi 710026,China)

机构地区：[1]西安铁路职业技术学院基础部数学教研室,陕西西安710026

出　　处：《西安轨道交通职业教育研究》2021年第4期50-53,共4页Xi'an Rail Transit Vocational Education Research

摘　　要：传统的教学质量评估方案在评价高职数学教学质量时,耗费时间过长,准确性低,评估效果不明显。为了解决此问题,基于认知负荷理论研究了一种新的高职数学教学质量评估系统,从课程评估、课堂评估和教学绩效评估的角度设计了评估系统架构,详尽地阐述架构图中每一部分所的涉及内容;建立了工作流程图,由课程试听、课程质量评估以及教学绩效评估三步组成。与传统高职数学教学质量评估体系进行对比,设计了对比实验,实验结果表明,所设计的教学质量评估体系对高职数学教学质量进行评估耗时较短,且评估准确性高,效果显著。本研究对于高职院校教学质量的提高有一定的指导意义。The traditional teaching quality evaluation scheme takes longer time,has low accuracy and has no obvious evaluation effect when evaluating the teaching quality of mathematics in higher vocational colleges.In order to solve this problem,a new mathematics teaching quality evaluation system in higher vocational colleges is studied based on cognitive load theory.The evaluation system architecture is designed from the perspective of curriculum e-valuation,classroom evaluation and teaching performance evaluation,and the contents involved in each part of the architecture diagram are described in detail;The work flow chart is established,which is composed of three steps:course audition,course quality evaluation and teaching performance evaluation.Compared with the traditional higher vocational mathematics teaching quality evaluation system,a comparative experiment is designed.The experimental results show that the designed teaching quality evaluation system takes less time to evaluate the higher vocational mathematics teaching quality,has higher accuracy and remarkable effect.This study has certain guiding significance for the improvement of teaching quality in higher vocational colleges.

关 键 词：认知负荷理论 高职数学 高职教学 教学质量 质量评估 

分 类 号：G712[文化科学—职业技术教育学]