CAJ | 학술논문

人的认知架构特点、专家和新手的区别以及认知负荷理论都充分证实了＂指导性教学＂的优越性。虽然眼下信奉＂少教不教法＂非常盛行,乍一看还挺诱人,但它忽略了人的认知架构特点和近半个世纪以来持续的实证研究结论。研究表明,重视对学习过程提供指导比一味主张少教不教效果更好、效率更高。只有当学生具备了充分的原有经验可以进行＂自我指导＂时,教师指导的优势才会逐渐减弱。本文简要讨论了教学理论和设计新近研究中支持开展教学指导的各种主张。
인적인지가구특점、전가화신수적구별이급인지부하이론도충분증실료＂지도성교학＂적우월성。수연안하신봉＂소교불교법＂비상성행,사일간환정유인,단타홀략료인적인지가구특점화근반개세기이래지속적실증연구결론。연구표명,중시대학습과정제공지도비일미주장소교불교효과경호、효솔경고。지유당학생구비료충분적원유경험가이진행＂자아지도＂시,교사지도적우세재회축점감약。본문간요토론료교학이론화설계신근연구중지지개전교학지도적각충주장。
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture,expert- novice differences,and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing,the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half- century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide ＂internal＂guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.