学习与教学的认知主义框架

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引用次数: 0

摘要

本章总结了人类记忆功能的主要研究成果,以及认知教学模型如何将这些发现整合到优化学习的建议中。本文还介绍了一些主要的教学认知理论,其中重点介绍了多媒体学习的认知理论和认知负荷理论。这些理论在20世纪50年代与一个被称为“认知革命”的新兴框架一起出现。在这个框架中,人类的认知可以被比作一台生物计算机,它通过各种感官系统来表示和处理来自外部世界的信息。这些信息必须被记录在内存中,然后被检索,这样任何生物或数字系统都可以在各种情况下执行预期的活动。在这个框架下的学习是在长期记忆中形成新的心理图式,将简单的和已经形成的图式整合成更复杂的图式,并通过编译过程将一些图式自动化。教学的认知理论非常重视人类记忆的工作方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cognitivist Frameworks of Learning and Instruction
This chapter summarizes the main research results on the functioning of human memory and how cognitive instructional models integrate these findings into their proposals for optimizing learning. It also covers some of the main cognitive theories of instruction where we highlight the cognitive theory of multimedia learning and the cognitive load theory. These theories appeared alongside an emerging framework called the “cognitive revolution” in the 1950s. In this framework, human cognition can be compared to a biological computer that represents and processes information that comes from the outside world through various sensory systems. This information must be recorded in memory and then retrieved so that any biological or digital system can perform the activities that are expected in various situations. Learning in this framework is to form new mental schemes in long-term memory, to integrate simple and already formed schemes into more complex ones, and to automate some schemes through a compilation process. The cognitive theories of instruction take the way human memory works very seriously.
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