認知負荷理論指導(dǎo)課件設(shè)計及教法之研究——以“垂徑定理”為例

1、 學(xué)校代碼：10270 分類號：G45 學(xué)號：142502483 碩士專業(yè)學(xué)位論文 認知負荷理論指導(dǎo)課件設(shè)計及教法之研究——以“垂徑定理”為例 學(xué) 院： 數(shù)理學(xué)院 專業(yè)學(xué)位類別： 教育碩士 專 業(yè) 領(lǐng) 域： 學(xué)科教學(xué)(數(shù)學(xué)) 研 究 生 姓 名： 劉昱東

2、 指 導(dǎo) 教 師： 陸新生 完 成 日 期： 2016.06.01 Abstract 上海師范大學(xué)碩士學(xué)位論文 II Abstract In order to make the students to have a better understandi

3、ng of new knowledge taught assisted by modern multimedia in daily study and education, the related theory arises at the moment. However, though there are a lot of research have already made, most of them are just concent

4、rated in the layout of a page of a multimedia interface and the improvement of presentation. Almost no research is put on the overall change of teaching in the courseware. In this circumstances, the author believes that

5、the famous “cognitive load theory“ proposed and extended by the Australian cognitive psychologist John Sweller is one of the best way to solve the questions mentioned. It is expected to answer the following questions by

6、this research: 1. When teaching in the method of show an object step by step, does it make the students have a better performance in the memory, the transformation and the cognitive load test than the static teaching met

7、hod? 2. When separating the elements of the interactive relationship in the mathematics course, will this make the students have a better understanding of content than the traditional method which let all mathematical el

8、ements mixed together in the teaching? 3. Is there a correlation between cognitive load and memory or transformation test? This research takes students in two schools which has a distribution equilibrium in scores in Sha

9、nghai as the research objects to carry out empirical research. It is proposed to make the suitable teaching materials used in electronic on the textbook with the help of color, layout, show an object step by step and sep

10、arating the elements with method of cognitive load theory on the basis of the research on cognitive science and multimedia learning theory. Some of the theory are still very new, such as show a gradual object and separat

11、ing the elements, etc. Then, it takes the course of “vertical diameter theorem” in the 2nd stage of curriculum reform textbook in Shanghai as an example, and traditional edition courseware used by almost all teachers and

12、 experimental edition courseware which is in line with the spirit of this article as the presentation tools. Through after-school test volumes, cognitive load test, interviews to measure the effectiveness of learning, a