认知负荷视角下的深度教学设计策略建构  

The Construction of Deep Teaching Design Strategies from the Perspective of Cognitive Load

作　　者：梁悦 LIANG Yue(Faculty of Teacher Education,Aba Normal University,Aba Sichuan 623002,China)

机构地区：[1]阿坝师范学院教师教育学院,四川阿坝623002

出　　处：《四川职业技术学院学报》2025年第1期57-60,共4页Journal of Sichuan Vocational and Technical College

摘　　要：深度学习理论背景下的教学设计是在课堂教学中实现核心素养的重要一步。处于信息发达的时代,认知负荷理论以“此多彼少,总量不变”为核心内容,对当下的教师教学设计具有批判和启发作用。认知负荷理论可以指导教师运用开放性策略、示范性策略、多感官策略、剔除性策略以及个性化策略进行深度教学设计。Teaching design in the context of deep learning theory is an important step in achieving core competencies in classroom teaching.In the era of advanced information technology,cognitive load theory focuses on the core content of“this is more,that is less,and the total amount remains the same”,which has a critical and enlightening effect on current teacher teaching design.The cognitive load theory can guide teachers to use open strategies,demonstration strategies,multi sensory strategies,exclusion strategies,and personalized strategies for deep teaching design.

关 键 词：深度学习 认知负荷 教学设计 

分 类 号：G420[文化科学—课程与教学论]