基于认知负荷理论视野下的运动技能教学设计原理研究

发布时间：2018-06-22 02:40

本文选题：认知负荷理论 + 运动技能　；参考：《武汉体育学院学报》2012年09期

【摘要】：提高运动技能获得效益的最大化是运动技能教学或训练中所追求的终极目标,但传统的运动技能教学往往忽视了学习者的认知,尽管进行了详细的讲解但仍不能取得良好的学习效果。认知负荷理论从认知结构入手,主要关注学习者在获取外来的资源分配和问题解决的资源分配,以及这两者在记忆空间分配平衡与否,直接或间接影响到学习者的记忆效能。简单运动技能教学设计通过增加学习者关联性认知负荷促进学习者图式的建构;复杂运动技能教学设计除了调控学习者的内部认知负荷外,还应降低学习者的外部认知负荷;初学者运动技能教学设计起始阶段降低外部认知负荷,伴随着学习者专业水平的提高应采取多步法教学设计策略;具有一定前知识学习者的教学设计应提供内容交互性大的复杂性材料和复杂的学习环境,尽量满负荷工作。
[Abstract]:To maximize the benefits of motor skills is the ultimate goal in motor skills teaching or training, but the traditional teaching of motor skills often ignores the learners' cognition. Despite the detailed explanation, it still can not achieve good learning results. Based on cognitive structure, cognitive load theory focuses on learners' acquisition of external resources allocation and problem solving resource allocation, and the balance between them in memory space, which directly or indirectly affects learners' memory performance. Simple motor skills teaching design promotes learners' schema construction by increasing learner relevance cognitive load, complex motor skills teaching design not only regulates learners' internal cognitive load, but also reduces learners' external cognitive load. With the improvement of learners' professional level, the strategy of multi-step teaching design should be adopted to reduce the external cognitive load in the initial stage of the teaching design of the beginners' motor skills. The teaching design of learners with certain pre-knowledge should provide complex materials and complex learning environment with great interactivity of content and work at full capacity as far as possible.
【作者单位】：山东工商学院体育部;
【基金】：山东省教育厅高校人文社会科学研究项目(J10WK51)
【分类号】：G434

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