认知负荷与认知技能和图式获得的关系及其教学意义

辛自强; 林崇德

doi:10.16382/j.cnki.1000-5560.2002.04.007

认知负荷与认知技能和图式获得的关系及其教学意义

doi: 10.16382/j.cnki.1000-5560.2002.04.007

北京师范大学发展心理研究所，北京100875

G A. Miller The magical number seven, plus or minus two: Some limits CHI OUT edacity for processing infoimation. Psychological Review, 1956, 63, pp. 81 - 97.
G. Cooper(1990).Cognitive load theory as an aid for instructional design. Australian Journal Educational Technology，No.6, pp.108 - 113.
J. Sweller(1988). Cognitive load during problem solving：Effects on learning. Cognitive Science, No. 12, pp. 257 - 285.
R. Neches(1987)，P. Langley, D. Klahr，Learning, develop¬ment, and production systems. In: Klahr D, Langley P，Neches R. (Eds), Production system models of learning and development- Cambridge:The MIT Press.pp. 1-53.
J. Sweller(1990), P. Chandler, P. Tierney, et al.. Cognitive load as a fector in the structuring of technical material. Journal of Ejqjerimental Psychology：General, p. 119, pp. 176 - 192.
J R. Anderson(1982)，Acquisition erf cognitive skill. Psychological Review，89，pp. 369-406.
J R. Anderson (1987)，Skill acquisition: Conqjilation of weak - method problan solutiwis. Psychological Review, 94, pp. 192 -210.
K. Kotovsky(1985)，J R. Hayes，H A. Simon.Why are someprobJem hard? Evidence from tower of hanoi. Cognitive Psychology, 17, pp.248 - 294.
G.Cooper, J.Sweller, (1987).The effects of schema acquisitiem and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, pp. 347 - 362.
K J.Gilhooly，（1988) Thinking: Directed, undirected and creative(2nd ed.). Lcxidon：Academic Press. pp. 75 - 90.
R.Tarmizi, J.Sweller, (1988). Guidance during mathemaii- cal problem solving. Journal of Educational Psychology, 80, pp. 424 -436.
J. Sweller，G. Cooper, (i985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction，2，pp. 59 - 89.
J E.Tuovinen, J. Sweller, (1999). A comparison of cogni¬tive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, pp.334 - 341.
J. Sweller, P. Chandler, (1994). Why some material is diffi¬cult to leam. Cognition and Instruction, 12, pp. 185 - 233.
F G W C.Paas, (1992). Training stiategies for attaaining transfer of problem-solving skill in statistics：A cognitive-load proach. Journal of Educational Psychology, 84, pp.429 - 434.
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出版历程
- 收稿日期: 2002-10-01
- 刊出日期: 2021-01-20

摘要

摘要: 认知技能和图式获得是学习的两个重要方面，而且它们都与认知负荷有密切关系。本文首先介绍了由斯威勒提出的认知负荷理论，然后讨论了认知负荷与图式和技能获得的关系，在明确了认知负荷对学习的影响后，进一步分析了认知负荷理论对教学设计的意义。
- 认知负荷 /
- 图式获得 /
- 认知技能 /
- 教学设计
注释:

1) G A. Miller The magical number seven, plus or minus two: Some limits CHI OUT edacity for processing infoimation. Psychological Review, 1956, 63, pp. 81 - 97.

2) G. Cooper(1990).Cognitive load theory as an aid for instructional design. Australian Journal Educational Technology，No.6, pp.108 - 113.

3) J. Sweller(1988). Cognitive load during problem solving：Effects on learning. Cognitive Science, No. 12, pp. 257 - 285.

4) R. Neches(1987)，P. Langley, D. Klahr，Learning, develop¬ment, and production systems. In: Klahr D, Langley P，Neches R. (Eds), Production system models of learning and development- Cambridge:The MIT Press.pp. 1-53.

5) J. Sweller(1990), P. Chandler, P. Tierney, et al.. Cognitive load as a fector in the structuring of technical material. Journal of Ejqjerimental Psychology：General, p. 119, pp. 176 - 192.

6) J R. Anderson(1982)，Acquisition erf cognitive skill. Psychological Review，89，pp. 369-406.

7) J R. Anderson (1987)，Skill acquisition: Conqjilation of weak - method problan solutiwis. Psychological Review, 94, pp. 192 -210.

8) K. Kotovsky(1985)，J R. Hayes，H A. Simon.Why are someprobJem hard? Evidence from tower of hanoi. Cognitive Psychology, 17, pp.248 - 294.

9) G.Cooper, J.Sweller, (1987).The effects of schema acquisitiem and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, pp. 347 - 362.

10) K J.Gilhooly，（1988) Thinking: Directed, undirected and creative(2nd ed.). Lcxidon：Academic Press. pp. 75 - 90.

11) R.Tarmizi, J.Sweller, (1988). Guidance during mathemaii- cal problem solving. Journal of Educational Psychology, 80, pp. 424 -436.

12) J. Sweller，G. Cooper, (i985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction，2，pp. 59 - 89.

13) J E.Tuovinen, J. Sweller, (1999). A comparison of cogni¬tive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, pp.334 - 341.

14) J. Sweller, P. Chandler, (1994). Why some material is diffi¬cult to leam. Cognition and Instruction, 12, pp. 185 - 233.

15) F G W C.Paas, (1992). Training stiategies for attaaining transfer of problem-solving skill in statistics：A cognitive-load proach. Journal of Educational Psychology, 84, pp.429 - 434.