【作 者】：
李晶，郁舒兰， 金冬
【关 键 词 】：
认知负荷；均衡；教学设计；交互过程；知识呈现
【栏 目】：
理论探讨
【中文摘要】：
为解决学习者的课堂认知负荷过高或过低影响学习效果的问题，基于大脑信息加工原理、信息通信过程和认知资源理论，建立了“学习者—知识”交互过程，分析了课堂认知负荷的影响因素，及其与知识获取、满意度、学习兴趣之间的关系，提出认知资源高效分配是解决认知负荷失衡问题的关键，讨论了均衡思路及教学设计知识呈现方法。研究发现：（1）“学习者—知识”交互过程是离散知识经知识整理、知识呈现转换为可学习材料后，与学习环境、任务一起作用于人感知觉和大脑信息加工的过程；（2）均衡认知负荷需要控制认知容量和认知次序；（3）均衡认知负荷的方法包括：信息过滤、信息凸显、客体信息结构化和层次化设计、空间信息次序化和整体化设计。
【英文摘要】：
Learners' learning would be affected if classroom cognitive load is too high or too low. In order to solve that problem, this study establishes a "learner-knowledge" interaction process on the basis of the principle of brain information processing, information communication process and cognitive resource theory. Then this study analyzes the influence factors of cognitive load and the relationship between cognitive load and knowledge acquisition, satisfaction, and learning interest as well. This study puts forward that the key to solve cognitive load imbalance is the efficient allocation of cognitive resources, and methods of equilibrium and knowledge representation are discussed. The results find that:(1) in learner-knowledge interaction process, discrete knowledge, transformed into learnable materials through knowledge processing and knowledge representation, together with learning environment and tasks, is applied to the process of human perception and brain information processing.(2) To control cognitive capacity and cognitive order is necessary for the equilibrium of cognitive load.(3) Methods of balanced cognitive load include: information filtering, information highlighting, structured and hierarchical design of object information, and sequencing and integrated design of spatial information.