认知负荷理论视角下课程思政教学实践探析——以研究生比较文学课程为例
Analysis on the Practice of Ideological and Political Teaching in Curriculum from the Perspective of Cognitive Load Theory——Taking Postgraduate Comparative literature Course as an Example
夏益群 1刘若斯2
作者信息
- 1. 湖南工商大学,长沙,410205
- 2. 中南林业科技大学,长沙,410004
- 折叠
摘要
课程思政教育是我国高等教育不可或缺的一环,学界鲜有探讨认知负荷理论视角下课程思政的问题.笔者立足于研究生比较文学原理课程思政实践,针对其中出现的认知负荷问题,从教学临场情感投入、建立思政和专业知识相结合的资源库、前期输入思政知识和学习通自主学习专业知识等方面提出解决策略,以减少学生的认知负荷、提高学生的内在认知负荷和扩展元认知负荷,从而使比较文学课程思政教学有效开展,促进学生专业知识和思政元素的全面接受,并为研究生课程思政从认知心理方面探索提供有效途径和借鉴.
Abstract
Ideological and political education in curriculum is an indispensable part of China's higher education,and few scholars have explored the issue of ideological and political education in curriculum from the perspective of Cognitive load theory. Based on the practice of ideological and political education in the Principles of Comparative literature course for graduate students,the authors propose solutions to the problem of Cognitive load from the aspects of on-the-spot emotional input in teaching,the establishment of a resource library combining ideological and political education and professional knowledge,the input of ideological and political knowledge in the early stage and the learning of independent professional knowledge,so as to reduce students' Cognitive load,improve students' internal Cognitive load and expand meta Cognitive load. Thus,the ideological and political teaching of Comparative literature can be effectively carried out. Students' professional knowledge and ideological and political elements can be fully accepted. Effective ways and references can be provided for graduate students to explore ideological and political curriculum from Cognitive load.
关键词
课程思政/认知负荷/资源库/元认知负荷Key words
Curriculum ideological and political education/Cognitive load/Resource pool/Meta-cognitive load引用本文复制引用
出版年
2024
NETL
NSTL
万方数据