基于认知负荷理论的初中地理电子教学地图设计探索

发布时间：2019-06-10 01:29

【摘要】：在新课程改革背景下,改变传统的教学方法和教学手段进行教学是很热的一个课题。近几年来,教育工作者和专家在改变传统的课堂教学模式和提高地理课堂效率方面做了很大的努力,取得了很大的改进,尤其是在运用电子地图辅助地理教学上。但是在地理教学过程中,除了考虑教师的专业能力和学生自身因素之外,还要涉及到教学设计和教学过程中关于学生认知负荷的合理分配。在地理教学中,传统的教学地图已经不适应当代现代化教学,影响了地理教学和现代信息技术的有机结合,降低了教师的教学效率和教学质量。因此,探讨基于认知负荷的电子教学地图应用教学应用具有重大的价值和意义。认知负荷是指人们在信息加工过程中所必需的心理资源总量。个体的认知资源是有限的,如果学习活动所需要的资源量超过了个体的认知资源总量,就会出现认知超载[1]。认知负荷理论对地理课程改革提供了新的视角,减轻了地理学习者的记忆压力。本文通过文献研究法、调查研究法、归纳总结等方法对临沂市部分学校地理课堂应用电子教学进行调查,得出电子教学地图广泛应用和应用电子教学地图出现的一些问题。本文构建了基于认知负荷理论的电子教学地图的设计原则和电子教学地图设计策略,并根据所提出的电子教学地图的设计原则和策略进行教学课件的设计。并从认知负荷理论着手,通过实验班和普通班学生在心理压力水平、学习成绩和学习积极性进行对比,对初中地理课堂应用电子教学地图的使用效果进行试验研究,总结出地理教学中应用电子教学地图的有效性。研究结果表明,基于认知负荷理论的电子教学地图应用教学实践是有效的,学生的心理努力明显增强,心理压力水平降低,对学习材料难度的感知明显下降,学习成绩有了显著的提高,极大的增强了学生学习地理的兴趣和积极性。因此,基于认知负荷理论设计地理电子教学地图应用教学是有效的、可行的。
[Abstract]:Under the background of the new curriculum reform, it is a hot topic to change the traditional teaching methods and teaching methods. In recent years, educators and experts have made great efforts to change the traditional classroom teaching mode and improve the efficiency of geography classroom, especially in the use of electronic maps to assist geography teaching. However, in the process of geography teaching, in addition to considering teachers' professional ability and students' own factors, it is also involved in the teaching design and the reasonable distribution of students' cognitive load in the teaching process. In geography teaching, the traditional teaching map is no longer suitable for contemporary modern teaching, which affects the organic combination of geography teaching and modern information technology, and reduces the teaching efficiency and teaching quality of teachers. Therefore, it is of great value and significance to explore the application of map application in electronic teaching based on cognitive load. Cognitive load refers to the total amount of psychological resources necessary for people to process information. The cognitive resources of individuals are limited. If the amount of resources needed for learning activities exceeds the total amount of cognitive resources of individuals, cognitive overload will occur [1]. Cognitive load theory provides a new perspective for geography curriculum reform and reduces the memory pressure of geography learners. Through the methods of literature research, investigation and research, induction and summary, this paper investigates the application of electronic teaching in geography classroom of some schools in Linyi City, and obtains some problems in the wide application of electronic teaching map and the application of electronic teaching map. In this paper, the design principle and strategy of electronic teaching map based on cognitive load theory are constructed, and the teaching courseware is designed according to the design principle and strategy of electronic teaching map. Starting from the theory of cognitive load, through the comparison of psychological stress level, academic achievement and learning enthusiasm between the experimental class and the ordinary class, this paper makes an experimental study on the effect of the application of electronic teaching map in junior middle school geography classroom. This paper summarizes the effectiveness of the application of electronic teaching map in geography teaching. The results show that the applied teaching practice of electronic teaching map based on cognitive load theory is effective, the students' psychological efforts are obviously enhanced, the level of psychological pressure is reduced, and the perception of the difficulty of learning materials is obviously reduced. Academic performance has been significantly improved, greatly enhancing students' interest and enthusiasm in learning geography. Therefore, it is effective and feasible to design geography electronic teaching map application teaching based on cognitive load theory.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55;G434

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