The concept of cognitive load, first articulated by Sweller in the 1980s, refers to the total amount of mental effort being used in the working memory. In educational settings, high cognitive load can impede learning, particularly when instructional materials are poorly designed. However, recent research suggests that not all cognitive load is detrimental. Intrinsic load, which is inherent to the complexity of the subject matter, cannot be altered. In contrast, extraneous load, generated by the way information is presented, can be minimized through effective instructional design. By reducing extraneous load, educators free up cognitive resources for germane load, which facilitates the processing and construction of schemas. Thus, the goal of instructional designers is not merely to reduce overall load, but to optimize the allocation of cognitive resources to enhance deeper learning.
❓ 根据文章所述，教学设计者的主要目标是什么？
A. 为了消除学习过程中所有形式的认知负担
B. 通过简化主题内容来降低内在认知负荷
C. 管理认知负荷，以便将资源用于有效的图式建构。
D. 为了增加外在认知负荷以挑战高阶学习者
✅ 正确答案
To manage cognitive load so that resources are used for effective schema construction