基于黄炎培“手脑并用”思想的认知负荷调控教学模型构建研究

Research on Constructing a Cognitive Load Regulation Teaching Model Based on Huang Yanpei’s “Hand-Brain Coordination” Philosophy

摘要: 针对职业教育中学生面临的“认知超载”与“技能转化困难”的现实困境，本研究旨在打通历史教育智慧与现代学习科学之间的壁垒。论文以黄炎培“手脑并用”思想为价值导向，以认知负荷理论为科学依据，构建了一个旨在精准调控学生认知负荷的“手脑协同”教学模式。该模式包含“情境链接–做学协同–思维外化–迁移应用”四个核心环节，并通过一个典型的专业课程教学案例，详细阐述了各环节如何系统性地降低外在认知负荷、优化内在认知负荷、增加相关认知负荷。研究表明，这一整合模型不仅为黄炎培思想的当代实践提供了可操作的“施工图”，也为认知负荷理论在职业教育教学中的情境化应用提供了新的方法框架，对提升职业教育教学效能、深化教师、教材、教法改革具有重要的参考价值。

Abstract: Addressing the practical challenges of “cognitive overload” and “skill transfer difficulties” faced by vocational students, this study aims to bridge the gap between historical educational wisdom and modern learning science. Guided by Huang Yanpei’s philosophy of “hand-brain coordination” and grounded in cognitive load theory, the paper constructs a “hand-brain synergy” teaching model designed to precisely regulate students’ cognitive load. This model comprises four core components: “contextual linkage,” “cooperative learning-doing,” “externalization of thinking,” and “transfer application.” Through a typical professional course teaching case, it details how each component systematically reduces external cognitive load, optimizes internal cognitive load, and increases relevant cognitive load. Research indicates that this integrated model not only provides an actionable blueprint for the contemporary implementation of Huang Yanpei’s philosophy but also offers a new methodological framework for the localized application of cognitive load theory in vocational education. It holds significant reference value for enhancing the effectiveness of vocational education and deepening the reform of teaching, curriculum, and evaluation.