認知負荷理論及其對教學的啟示

Cognitive Load Theory and Its Implications for Instruction

認知負荷理論起源於1980年代，由澳洲新南威爾斯大學教育學院的J. Sweller所提出，指出教學設計對學習者認知負荷的影響，以及認知負荷與教學效果的關係；經過1990年代全球研究者的實際發展與擴展，對教學深具啟發性。目前，認知負荷理論已成為研究認知歷程和教學設計的一個重要理論架構。本文首先探討認知負荷理論的內涵，說明認知負荷的意義、特性、來源與類型，以及理論架構，並加以評論；接著闡述認知負荷理論的教學設計原則，以及教學效能的評估方法；最後導引出認知負荷理論對教學的啟示，藉供教師教學之參考。

Originating in the 1980s， cognitive load theory was proposed by J. Sweller from School of Education， University of New South Wales， Australia. He points out the influence of instructional design on learners' cognitive load and the relationship between cognitive load and instructional efficiency. The theory has profoundly inspired researchers to devote themselves to the implementation of the theory in teaching in the 1990s. Nowadays， this theory has provided a significant theoretical framework for the research of cognitive process and instructional design.This thesis first explores the import of cognitive load theory and then further explicates and criticizes the meaning， characteristics， origin， categories， and theoretical framework of cognitive load. Following them are the explanation of the theory's instructional design principle and the evaluation of instructional efficiency. Finally， the thesis concludes with the implications for instruction of cognitive load theory and hopes that it an serve as a useful reference for teachers.