翻转教学法对高中生认知负荷及学习成绩的影响

摘要/Abstract

摘要： 采用不等组实验组、控制组前测后测的准实验设计，探讨了翻转课堂背景下翻转教学法对高中生认知负荷及学习成绩的影响。结果发现：（1）翻转教学法能有效降低高中生的内在认知负荷，提高其学习成绩与学习效率；（2）翻转课堂背景下，高中生的认知负荷存在知识反转效应，即高成绩者的收益低于低成绩者。结果提示，翻转课堂取得优异学习效果的心理机制在于通过有效降低学习者的内在认知负荷而影响其学习成绩；同时，翻转教学法的运用过程中须考虑学习者认知负荷的变化及学习效率，其对所有的学习者不是同等有效的。

关键词: 翻转教学法, 认知负荷, 学习成绩, 高中生

Abstract: To explore the influence of flipped teaching method on cognition load and learning performance of senior high school students, the researchers used a pretest and posttest quasi-experimental research design. The results showed that: 1) the flipped classroom teaching method indeed decreased cognitive load of senior high school students and increased their learning performance; 2) there existed the expertise reversal effect on cognitive load during the implementation stage of the flipped classroom teaching method, which meant that low score group benefited more from it compared with high score one. The findings suggest that the flipped teaching method affects the learning achievement by effectively reducing the intrinsic cognitive load of the learner, which is the psychological mechanism of the excellent learning effect in the flipped classroom. Simultaneously, teachers should pay more attention to cognition load’s variation and its effect on learning performance of senior high school students in the process of the flipped classroom teaching, so that necessary measures can be taken to promote all students’ learning efficiency, especially for high achieving ones.

Key words: flipped teaching method, cognitive load, academic achievement, senior high school students

中图分类号:

B842

孙崇勇, 刘丽丽, 高春阳. 翻转教学法对高中生认知负荷及学习成绩的影响[J]. 心理与行为研究, 2020, 18(3): 369-375.

SUN Chongyong, LIU Lili, GAO Chunyang. Effects of Flipped Teaching Method on Cognitive Load and Academic Achievement of Senior High School Students[J]. Studies of Psychology and Behavior, 2020, 18(3): 369-375.

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