教科书认知负荷评价方法探析  

Analysis of Evaluation Methods for Cognitive Load of Textbooks

作　　者：邵平譞 邵川华 迟少辉[1] SHAO Pingxuan;SHAO Chuanhua;CHI Shaohui(East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学,上海200062

出　　处：《中国考试》2024年第4期29-38,共10页journal of China Examinations

摘　　要：教科书认知负荷现象受到高度关注,并成为以学生视角研究教科书编写的理论依据之一。对教科书认知负荷的评价主要有静态、动态两大视角,静态评价关注教科书内容本身,动态评价重视教科书与学生之间的交互作用。基于评价视角和评价类型两个维度,可将教科书认知负荷评价方法划分为静态—主观、静态—客观、动态—主观、动态—客观四种类型,每种类型包含多种具体评价方法。合理选择和运用评价方法,对深入研究教科书认知负荷水平、提升教科书质量具有重要意义。我国教科书认知负荷评价研究一方面要整合教科书认知负荷评价视角,探索科学合理的评价方式;另一方面要借鉴认知负荷评价结果,优化教科书的内容组织编排。The cognitive load of textbooks has received significant attention and has become one of the theoretical bases for investigating textbook compilation from students'perspectives.This study examines the evaluation of cognitive load in textbooks from static and dynamic perspectives.Static evaluation focuses on the content of the textbook per se,while dynamic evaluation emphasizes the interaction between the textbook and students.Based on dimensions of evaluation perspective and evaluation type,methods for evaluating cognitive load in textbooks can be broadly categorized into four types:static-subjective,static-objective,dynamicsubjective,and dynamic-objective,each containing various specific evaluation methods.The reasonable selection and application of these evaluation methods are crucial for thoroughly investigating the level of cognitive load in textbooks and enhancing the quality of textbooks,providing significant reference value.Research on evaluating cognitive load in textbooks offers two insights.On the one hand,it is necessary to integrate diverse perspectives on cognitive load evaluation and explore scientific and reasonable evaluation methods.On the other hand,it should draw on the results of cognitive load evaluation to optimize content organization and layout of textbooks.

关 键 词：教科书 教科书评价 认知负荷 分析视角 静态评价 动态评价 

分 类 号：G405[文化科学—教育学原理]