基于认知负荷理论的中高级汉语词语辨析教学设计探究

Abstract

The purpose of international Chinese language teaching is to cultivate the ability of Chinese learners to recognize, distinguish, select, and use words, and to develop their correct understanding and expression skills in communication. Therefore, vocabulary teaching has always been the focus of international Chinese language teaching. Synonyms are a common and special type of Chinese vocabulary, and the analysis of synonyms has always been recognized as a key and difficult point in the international Chinese language community, and is an unavoidable issue in international Chinese language teaching. the Cognitive Load Theory has become an important psychological theory guiding second language teaching. It effectively follows students' cognitive patterns, focuses on the role of memory in learning, and advocates that the rational allocation of cognitive resources is crucial for effective learning. The cognitive load theory provides a new theoretical framework for instructional design and provides positive and effective guidance for teaching practice. This article takes the Synonym discrimination section in the series of textbooks “Boya Chinese⋅Advanced Flying” as an example, and conducts investigation and analysis from various aspects such as style, discrimination methods, discrimination examples, and discrimination exercises. It also attempts to conduct research on the specific application of word discrimination teaching design in the teaching process by using cognitive load theory. It discusses how the teaching design based on cognitive load theory can better reflect the student-centered teaching ideology, how to minimize ineffective cognitive load and increase effective cognitive load, and how to better improve learning efficiency.