【摘要】：在新課程改革背景下,改變傳統(tǒng)的教學(xué)方法和教學(xué)手段進(jìn)行教學(xué)是很熱的一個(gè)課題。近幾年來,教育工作者和專家在改變傳統(tǒng)的課堂教學(xué)模式和提高地理課堂效率方面做了很大的努力,取得了很大的改進(jìn),尤其是在運(yùn)用電子地圖輔助地理教學(xué)上。但是在地理教學(xué)過程中,除了考慮教師的專業(yè)能力和學(xué)生自身因素之外,還要涉及到教學(xué)設(shè)計(jì)和教學(xué)過程中關(guān)于學(xué)生認(rèn)知負(fù)荷的合理分配。在地理教學(xué)中,傳統(tǒng)的教學(xué)地圖已經(jīng)不適應(yīng)當(dāng)代現(xiàn)代化教學(xué),影響了地理教學(xué)和現(xiàn)代信息技術(shù)的有機(jī)結(jié)合,降低了教師的教學(xué)效率和教學(xué)質(zhì)量。因此,探討基于認(rèn)知負(fù)荷的電子教學(xué)地圖應(yīng)用教學(xué)應(yīng)用具有重大的價(jià)值和意義。認(rèn)知負(fù)荷是指人們?cè)谛畔⒓庸み^程中所必需的心理資源總量。個(gè)體的認(rèn)知資源是有限的,如果學(xué)習(xí)活動(dòng)所需要的資源量超過了個(gè)體的認(rèn)知資源總量,就會(huì)出現(xiàn)認(rèn)知超載[1]。認(rèn)知負(fù)荷理論對(duì)地理課程改革提供了新的視角,減輕了地理學(xué)習(xí)者的記憶壓力。本文通過文獻(xiàn)研究法、調(diào)查研究法、歸納總結(jié)等方法對(duì)臨沂市部分學(xué)校地理課堂應(yīng)用電子教學(xué)進(jìn)行調(diào)查,得出電子教學(xué)地圖廣泛應(yīng)用和應(yīng)用電子教學(xué)地圖出現(xiàn)的一些問題。本文構(gòu)建了基于認(rèn)知負(fù)荷理論的電子教學(xué)地圖的設(shè)計(jì)原則和電子教學(xué)地圖設(shè)計(jì)策略,并根據(jù)所提出的電子教學(xué)地圖的設(shè)計(jì)原則和策略進(jìn)行教學(xué)課件的設(shè)計(jì)。并從認(rèn)知負(fù)荷理論著手,通過實(shí)驗(yàn)班和普通班學(xué)生在心理壓力水平、學(xué)習(xí)成績和學(xué)習(xí)積極性進(jìn)行對(duì)比,對(duì)初中地理課堂應(yīng)用電子教學(xué)地圖的使用效果進(jìn)行試驗(yàn)研究,總結(jié)出地理教學(xué)中應(yīng)用電子教學(xué)地圖的有效性。研究結(jié)果表明,基于認(rèn)知負(fù)荷理論的電子教學(xué)地圖應(yīng)用教學(xué)實(shí)踐是有效的,學(xué)生的心理努力明顯增強(qiáng),心理壓力水平降低,對(duì)學(xué)習(xí)材料難度的感知明顯下降,學(xué)習(xí)成績有了顯著的提高,極大的增強(qiáng)了學(xué)生學(xué)習(xí)地理的興趣和積極性。因此,基于認(rèn)知負(fù)荷理論設(shè)計(jì)地理電子教學(xué)地圖應(yīng)用教學(xué)是有效的、可行的。
[Abstract]:Under the background of the new curriculum reform, it is a hot topic to change the traditional teaching methods and teaching methods. In recent years, educators and experts have made great efforts to change the traditional classroom teaching mode and improve the efficiency of geography classroom, especially in the use of electronic maps to assist geography teaching. However, in the process of geography teaching, in addition to considering teachers' professional ability and students' own factors, it is also involved in the teaching design and the reasonable distribution of students' cognitive load in the teaching process. In geography teaching, the traditional teaching map is no longer suitable for contemporary modern teaching, which affects the organic combination of geography teaching and modern information technology, and reduces the teaching efficiency and teaching quality of teachers. Therefore, it is of great value and significance to explore the application of map application in electronic teaching based on cognitive load. Cognitive load refers to the total amount of psychological resources necessary for people to process information. The cognitive resources of individuals are limited. If the amount of resources needed for learning activities exceeds the total amount of cognitive resources of individuals, cognitive overload will occur [1]. Cognitive load theory provides a new perspective for geography curriculum reform and reduces the memory pressure of geography learners. Through the methods of literature research, investigation and research, induction and summary, this paper investigates the application of electronic teaching in geography classroom of some schools in Linyi City, and obtains some problems in the wide application of electronic teaching map and the application of electronic teaching map. In this paper, the design principle and strategy of electronic teaching map based on cognitive load theory are constructed, and the teaching courseware is designed according to the design principle and strategy of electronic teaching map. Starting from the theory of cognitive load, through the comparison of psychological stress level, academic achievement and learning enthusiasm between the experimental class and the ordinary class, this paper makes an experimental study on the effect of the application of electronic teaching map in junior middle school geography classroom. This paper summarizes the effectiveness of the application of electronic teaching map in geography teaching. The results show that the applied teaching practice of electronic teaching map based on cognitive load theory is effective, the students' psychological efforts are obviously enhanced, the level of psychological pressure is reduced, and the perception of the difficulty of learning materials is obviously reduced. Academic performance has been significantly improved, greatly enhancing students' interest and enthusiasm in learning geography. Therefore, it is effective and feasible to design geography electronic teaching map application teaching based on cognitive load theory.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55;G434

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