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植基認知負荷取向在課程教材設計及其教學成效分析

By 莊謙本

Abstract

[[abstract]]Abstract Presented by the current classroom instructional media materials are mostly single-system and the unification. Teaching designers rarely consider the learner's cognitive structure. Under this educational trend of emphasizing adaptability and diversity learning, teaching designers must consider what different levels of prior knowledge cognitive structure of learners, thus providing suitable content of teaching materials. Hereby, This study is to investigate the results of teaching effectiveness in different organizational design of teaching materials (no goal effect and specific goal effect) with personal prior knowledge cognitive structure of high level, medium level, low level. The Subjects of this study were 60 students at an elementary school in Taipei City. After six weeks experimental instruction, some findings were concluded as the following:There is a significant effect on the interaction of goal effect factor and prior knowledge factor; students with high-level prior knowledge and low-level prior knowledge are more suitable to the materials designed by no goal effect, and Students with medium-level prior knowledge are more suitable to the materials designed by specific goal effect.

Topics: 認知負荷論 ; 先備認知結構 ; 開放目標效果 ; 合適特定目標效果, Cognitive load theory ; Open-goal effect ; Specific-goal effect ; Prior knowledge, [[classification]]53
Publisher: 國立屏東教育大學
Year: 2013
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/123244
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