Khalil Mohammed K, Paas Fred, Johnson Tristan E, Payer Andrew F
Learning Systems Institute, Florida State University, 2000 Levy Avenue, Suite 320, Tallahassee, FL 32310, USA.
Anat Rec B New Anat. 2005 Sep;286(1):15-20. doi: 10.1002/ar.b.20078.
In improving the teaching and learning of anatomical sciences, empirical research is needed to develop a set of guiding principles that facilitate the design and development of effective dynamic visualizations. Based on cognitive load theory (CLT), effective learning from dynamic visualizations requires the alignment of instructional conditions with the cognitive architecture of learners and their levels of expertise. By improving the effectiveness and efficiency of dynamic visualizations, students will be able to be more successful in retaining visual information that mediates their understanding of complex and difficult aspects of anatomy. This theoretical paper presents instructional strategies generated by CLT and provides examples of some instructional implications of CLT on the design of dynamic visualizations for teaching and learning of anatomy.
在改进解剖学科学的教学过程中，需要进行实证研究以制定一套指导原则，促进有效动态可视化的设计与开发。基于认知负荷理论（CLT），从动态可视化中有效学习需要教学条件与学习者的认知结构及其专业水平保持一致。通过提高动态可视化的有效性和效率，学生将能够更成功地保留视觉信息，这些信息有助于他们理解解剖学复杂和困难的方面。这篇理论文章介绍了由认知负荷理论产生的教学策略，并提供了一些认知负荷理论对解剖学教学动态可视化设计的教学启示示例。
