认知负荷理论:对外汉语词汇教学的新视角

发布时间：2018-05-25 06:24

本文选题：认知负荷 + 对外汉语　；参考：《云南师范大学学报(对外汉语教学与研究版)》2014年05期

【摘要】：回顾对外汉语词汇教学的相关理论,大多数研究是针对词汇本身的特点或词汇的教学法进行研究,却忽略了学习者的认知发展,也就是学习者的主体因素对教学的影响。鉴于此,依据认知负荷理论从人的认知机制出发,针对汉语作为第二语言教学,有效遵循学生的认知规律,考察如何将认知负荷理论应用于对外汉语教学。具体讨论如何运用认知负荷理论来调动学习者的主动性,如何发挥学习者的认知负荷效应,进而达到最优的教学效果,使学习者能够较为轻松地学习汉语,文章提出了一系列互补且相互印证的教学策略。从学生学什么(教学内容)、怎么学(教学策略)的角度出发,选用初级汉语教材中的词汇作为具体教学分析对象,应用认知负荷理论提出提高课堂教学效率的有效方法。
[Abstract]:Looking back on the relevant theories of vocabulary teaching in TCFL, most of the studies focus on the characteristics of vocabulary or the teaching methods of vocabulary, but ignore the cognitive development of learners, that is, the influence of learners' subjective factors on teaching. In view of this, according to the cognitive load theory, starting from the cognitive mechanism, aiming at Chinese as a second language teaching, effectively following the students' cognitive law, this paper investigates how to apply the cognitive load theory to the teaching of Chinese as a foreign language (TCFL). This paper discusses how to use cognitive load theory to mobilize learners' initiative, how to exert learners' cognitive load effect, and how to achieve the best teaching effect, so that learners can learn Chinese easily. This paper puts forward a series of complementary and mutually proved teaching strategies. From the perspective of what students learn and how to learn (teaching strategies), the vocabulary in primary Chinese teaching materials is chosen as the specific teaching analysis object, and the effective method to improve the efficiency of classroom teaching is put forward by applying the theory of cognitive load.
【作者单位】：厦门大学海外教育学院;
【分类号】：H195

【参考文献】