技工院校一体化“对分课堂”的认知负荷因素研究  

Research on the Cognitive Load Factors of the Integrated“Split Classroom”in Technical Colleges and Universities

作　　者：李湘[1] LI Xiang(Jiangsu Province Nantong Industry and Trade Technician College,Nantong Jiangsu 226010,China)

机构地区：[1]江苏省南通工贸技师学院,江苏南通226010

出　　处：《信息与电脑》2024年第16期228-230,共3页Information & Computer

基　　金：江苏省南通市技工教育教学研究市级立项课题“基于认知负荷的技工院校信息技术教育应用研究”(课题编号:2024003)。

摘　　要：本文将“对分课堂”融入一体化教学,介绍了“对分课堂”的概念,阐明了“当堂对分”以及“隔堂对分”的关联性,并提出了融入“对分课堂”的一体化教学模型。由于技工院校学生更注重实践的认知规律,本文从认知负荷理论出发,探讨了一体化“对分课堂”对学习者外部认知负荷和内部认知负荷的影响因素,为技工院校在一体化人才培养模式中降低认知负荷方面提供有效的策略支持。This article integrates“split classroom”into integrated teaching,introduces the concept of“split classroom”,clarifies the correlation between“in class split”and“cross class split”,and proposes an integrated teaching model that incorporates“split classroom”.Based on the cognitive law that vocational school students pay more attention to practice,starting from the theory of cognitive load,this paper explores the influencing factors of the integrated“split classroom”on learners’external and internal cognitive load,and provides effective strategic support for vocational schools to reduce cognitive load in the integrated talent training mode.

关 键 词：一体化教学 对分课堂 认知负荷 

分 类 号：G642.4[文化科学—高等教育学]