认知负荷理论在医学教育领域中的应用进展

doi:10.3761/j.issn.1672-9234.2023.02.020

摘要/Abstract

摘要：

医学生的学习任务十分繁重，长此以往会出现脑力疲劳，进而产生较高的内在和外在认知负荷，影响学习效果。认知负荷理论认为医学教育工作者在课程设计过程中，应通过选择与学生的先前知识经验相匹配的学习任务对内在认知负荷进行优化，然后通过改善学习内容的呈现方式，以减少无关的外在认知负荷，从而让学生有更多的精力投入到真正需要完成的学习任务中。因此，该文对应用认知负荷理论的医学教学研究进行综述，包括降低内在认知负荷、降低外在认知负荷及提升增益认知负荷的方法，以及认知负荷的测量方法，为我国医学教育课程设计提供更多的思路和理论基础。

关键词: 综述, 教育, 医学, 认知负荷理论

Abstract:

The study task of medical students is quite heavy，which will lead to mental fatigue，high cognitive load，and ultimately affect the effect of learning. The cognitive load theory holds that the intrinsic cognitive load should be optimized by matching learning tasks with students’ previous knowledge and experience. Then，the extraneous cognitive load should be reduced by simplifying the presentation of learning content，and students can devote more cognitive resource to the tasks that really need to be completed. Therefore，this paper reviewed the medical curriculum teaching studies using cognitive load theory，including reducing the intrinsic cognitive load，decreasing the external cognitive load and increasing the germane cognitive load，and the measurement methods of cognitive load. Hopefully，this paper will provide more ideas and theoretical basis for the design of medical education curriculum in China.

Key words: Review, Education, Medical, Cognitive load theory

张山, 吴瑛. 认知负荷理论在医学教育领域中的应用进展[J]. 中华护理教育, 2023, 20(2): 240-244.

ZHANG Shan, WU Ying. Application of cognitive load theory in teaching design of medical curriculum[J]. Chinese Journal of Nursing Education, 2023, 20(2): 240-244.

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