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 suggests that instructional design should minimize extraneous cognitive load to facilitate learning. Extraneous load is generated by the way information is presented, such as unnecessary distractions or complex formatting, which does not contribute to schema construction. Intrinsic load, on the other hand, is inherent to the complexity of the material itself and cannot be altered by instruction. Germane load, the third type, is the effort devoted to processing and understanding the material, leading to the creation of schemas. Effective teaching strategies aim to manage intrinsic load, reduce extraneous load, and promote germane load. For instance, using worked examples can reduce extraneous load by providing clear problem-solving steps, allowing learners to focus on underlying principles.
❓ 지문에 따르면, 인지 부하 이론의 맥락에서 교수 설계의 주요 목표를 가장 잘 설명한 것은 다음 중 무엇인가?
A. A. 내재적 인지부하를 학습 자료의 단순화를 통해 제거한다.
B. B. 총체적 인지 부하를 증가시켜 학습자에게 도전을 제공하기 위해.
C. C. 내재적 부하를 관리하면서 외재적 부하를 줄이고 관련 부하를 강화하기 위함.
D. D. 콘텐츠의 복잡성을 고려하지 않고 오직 프레젠테이션 형식에만 집중하는 것.
✅ 正确答案
C. To reduce extraneous load and enhance germane load while managing intrinsic load.
IELTS Reading Tips
Skim the questions first, underline keywords, then locate in the passage
Watch for paraphrasing; correct answers are often reworded
Be wary of absolute statements (all, always, never) — usually wrong
Pay attention to content after transition words (however, but, yet)
Manage time: about 20 minutes per passage; skip difficult questions first