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全英语直播人文课程设计行动研究——认知负荷视角
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Abstract:
全英文线上直播课程，在研发设计阶段面临的核心问题之一就是课堂信息量的控制。过少的信息量无法满足学生的需求，过多的信息量则导致学生无法消化，甚至影响学习动机。本研究针对一门全英文直播小学人文课程的研发设计，从认知负荷理论的视角展开三轮行动研究，根据教学中出现的有关信息量的问题来反思并制定课程修改的有关方案，在下一阶段实施、观察并进一步反思和总结。数据主要通过课堂观察、反思日志、访谈等收集。经过三轮研究和调整，基本确定了本课程一次课中学生能够掌握的合理信息量。研究结果表明，从语言难度、视觉元素、课程结构和教师讲解四个维度来考虑学生的认知负荷，控制课堂信息量，有助于实现较为理想的教学状态。
The core issue in designing an English-medium live online course is how to control the amount of information transmitted in the class. The young learners’ demands cannot be met with too little knowledge, while their motivation may be impacted by too much information. The present study investigates the design of an English-medium Social Studies online course from the perspective of cognitive load theory. The researcher has performed the action research in three cycles within an online classroom to observe, reflect on, and try to solve the problems related to the amount of in-formation. The data are mainly collected through classroom observation, reflection journals, and interviews. This study helps determine the optimal amount of information for one lesson of this online live course. The results show that language level, visual elements, the structure of a lesson, and teachers’ instruction are the critical dimensions in considering the learner’s cognitive load to determine the ideal amount of information to be delivered in a live lesson.
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