基于认知负荷理论的本科生课程教学设计策略——以生物化学课程为例  

Teaching design strategies of undergraduate courses based on cognitive load theory——take the teaching of the biochemistry course as an example

作　　者：李龙娜 崔为体[1] LI Longna;CUI Weiti(College of Life Sciences,Nanjing Agricultural University,Nanjing 210095,China)

机构地区：[1]南京农业大学生命科学学院,南京210095

出　　处：《生命的化学》2025年第2期371-380,共10页Chemistry of Life

基　　金：南京农业大学教育教学改革项目(2021Y002)。

摘　　要：生物化学是涉农本科院校核心课程之一,也是很多生物类专业课的预修课程。但是,生物化学知识点多、系统性强、更新速度快,给学生完成学业带来了很大的困难。本文基于认知负荷理论,从生物化学课程的知识结构、学科特点、教学周期和教学系统等角度出发,结合学生认知负荷量表评估,探讨“以学生为中心”的本科课程教学设计策略,旨在为高校教师的教学工作设计提供参考,助力教学目标的高效、高质量完成。Biochemistry is one of the core courses in undergraduate programs related to agriculture,and it is also a prerequisite course for many specialized biology courses.However,biochemistry encompasses a vast array of knowledge points,exhibits a robust systematic nature,and is characterized by its rapid pace of updates,posing significant challenges to students'academic pursuits.This paper,based on cognitive load theory,explores strategies for“student-centered”undergraduate course teaching design from the perspectives of the knowledge structure,subject characteristics,teaching cycles,and teaching systems of biochemistry courses.It combines the assessment of student cognitive load scales to provide references for the design of teaching work by university teachers,aiming to assist in the efficient and high-quality achievement of teaching objectives.

关 键 词：认知负荷 本科课程教学 生物化学 教学设计 

分 类 号：Q5-4[生物学—生物化学] G642[文化科学—高等教育学]