摘要
合作学习是当前一种流行的学习形式,其有效性研究正成为热点。文章从认知负荷理论的心理学视角出发,基于Kirschner等人关于合作学习有效性的实证研究,总结了两种对合作学习有效性的心理学解释——合理管理三种认知负荷与预期投入的心理努力量。并由此为合作学习的有效开展提供了一些教学启示:教师在实施过程中需考量情境;教师要更加注重方法的研究和传授;教师要帮助学生明确目标与分工;教师应营造积极互赖的合作关系。
Cooperative learning is currently a popular form of learning and therefore the research to its effectiveness is becoming a hot spot. This paper is based on Kirschner's empirical study of the issue and it summarizes the two accounts for it from the psychological perspective of cognitive load theory.Firstly, it needs the reasonable management of three kinds of cognitive load and expected mental efforts. Some enlightenment on instruction can be obtained t from the analysis including that teachers should consider the situation in the process of implement, pay more attention to the methods of research and lecture and they also must help students explicit the common goal and division of labor and build cooperative relationship for positive interdependence.
出处
《教育学术月刊》
北大核心
2015年第1期107-111,共5页
Education Research Monthly
关键词
合作学习
有效性
认知负荷
教学启示
cooperative learning,effectiveness,cognitive load,instructional enlightenment
