The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational psychology, cognitive load theory (CLT) suggests that learning is most effective when instructional materials are designed to minimize extraneous cognitive load, thereby freeing resources for essential and generative processing. For instance, when a diagram is accompanied by redundant text that merely repeats the visual information, it can increase extraneous load, hindering comprehension. Conversely, well-structured materials that integrate multiple sources of information spatially and temporally can reduce unnecessary mental effort. However, CLT also acknowledges that some level of intrinsic load, which stems from the complexity of the subject matter itself, is unavoidable. Thus, instructional designers must carefully balance these types of load to optimize learning outcomes, particularly in complex domains such as science and mathematics.
❓ 根据文章内容，在认知负荷理论指导下设计教学材料的主要目标是什么？
A. A) 消除所有认知负荷，包括内在负荷，以使学习变得毫不费力。
B. B) 增加外在认知负荷，以更严格地挑战学生。
C. C) 在有效管理内在负荷的同时，尽量减少外在负荷。
D. D) 只关注生成性加工，而不考虑内在负荷。
✅ 正确答案
C) To minimize extraneous load while managing intrinsic load effectively.