植基認知負荷取向在課程教材設計及其教學成效分析

Developing Teaching Materials Based on Cognitive Load Theory and its Effectiveness Analysis

莊謙本(Chien-Pen Chuang) ； 黃議正(Yi-Jeng Huang) ； 沈家伃(Chia-Yu Shen)

《屏東教育大學學報-教育類》 36期 (2011/03) Pp. 169-205

摘要

目前的課堂所呈現的教學媒體教材多是單一化與統一化，教學設計者鮮少考量學習者的認知結構。在強調適性多元的教育思潮下，教學設計者必須考量學習者不同先備認知結構的程度，進而提供適性教材內容。特此，本研究擬探討教材內容設計上，不同教材內容組織設計（開放目標模式與合適特定目標模式）和個人高、中、低三種先備認知結構在教學成效的結果。本研究研究對象為台北市某國小60人，經由6週教學實驗後，研究結果發現先備認知結構與教材內容組織有交互作用外，「開放目標模式」的教材內容組織適合高先備認知結構與低先備認知結構的學習者；而「合適特定目標模式」的教材內容組織則適合「中先備認知結構」的學習者。

關鍵字

認知負荷論 ； 先備認知結構 ； 開放目標效果 ； 合適特定目標效果

並列摘要

Presented by the current classroom instructional media materials are mostly single-system and the unification. Teaching designers rarely consider the learner's cognitive structure. Under this educational trend of emphasizing adaptability and diversity learning, teaching designers must consider what different levels of prior knowledge cognitive structure of learners, thus providing suitable content of teaching materials. Hereby, This study is to investigate the results of teaching effectiveness in different organizational design of teaching materials (no goal effect and specific goal effect) with personal prior knowledge cognitive structure of high level, medium level, low level. The Subjects of this study were 60 students at an elementary school in Taipei City. After six weeks experimental instruction, some findings were concluded as the following: There is a significant effect on the interaction of goal effect factor and prior knowledge factor; students with high-level prior knowledge and low-level prior knowledge are more suitable to the materials designed by no goal effect, and Students with medium-level prior knowledge are more suitable to the materials designed by specific goal effect.

並列關鍵字

Cognitive load theory ； open-goal effect ； specific-goal effect ； prior knowledge

參考文獻

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