植基認知負荷取向在課程教材設計及其教學成效分析

Developing Teaching Materials Based on Cognitive Load Theory and Its Effectiveness Analysis

目前的課堂所呈現的教學媒體教材多是單一化與統一化，教學設計者鮮少考量學習者的認知結構。在強調適性多元的教育思潮下，教學設計者必須考量學習者不同先備認知結構的程度，進而提供適性教材內容。特此，本研究擬探討教材內容設計上，不同教材內容組織設計(開放目標模式與合適特定目標模式)和個人高、中、低三種先備認知結構在教學成效的結果。本研究研究對象為台北市某國小60人，經由6週教學實驗後，研究結果發現先備認知結構與教材內容組織有交互作用外，「開放目標模式」的教材內容組織適合高先備認知結構與低先備認知結構的學習者；而「合適特定目標模式」的教材內容組織則適合「中先備認知結構」的學習者。

Presented by the current classroom instructional media materials are mostlysingle-system and the unification. Teaching designers rarely consider the learner'scognitive structure. Under this educational trend of emphasizing adaptability anddiversity learning， teaching designers must consider what different levels of priorknowledge cognitive structure of learners， thus providing suitable content of teachingmaterials. Hereby， This study is to investigate the results of teaching effectiveness indifferent organizational design of teaching materials (no goal effect and specific goaleffect) 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 inTaipei City. After six weeks experimental instruction， some findings were concludedas the following：There is a significant effect on the interaction of goal effect factorand prior knowledge factor; students with high-level prior knowledge and low-levelprior knowledge are more suitable to the materials designed by no goal effect， andStudents with medium-level prior knowledge are more suitable to the materialsdesigned by specific goal effect.