基于认知负荷理论的医学跨学科研究生课程教学设计——以“微生物组与代谢组学”为例
Instructional Design of an Interdisciplinary Medical Graduate Course Based on Cognitive Load Theory—A Case Study of “Microbiome and Metabolomics”
DOI: 10.12677/ae.2026.1671546, PDF,    科研立项经费支持
作者: 杨 瑾, 丁 妍*：湖北医药学院附属太和医院胚胎干细胞研究湖北省重点实验室，湖北 十堰；湖北医药学院附属太和医院心肺及循环性疾病研究所，湖北 十堰；孟盼盼：湖北医药学院附属太和医院胚胎干细胞研究湖北省重点实验室，湖北 十堰
关键词: 认知负荷理论；跨学科课程；研究生教育；微生物组；代谢组学；教学设计；Cognitive Load Theory； Interdisciplinary Courses； Graduate Education； Microbiome； Metabolomics； Instructional Design
摘要: 跨学科研究生课程常因多学科知识叠加导致学生认知负荷过重，影响学习效果。本文以“微生物组与代谢组学”课程为例，系统引入认知负荷理论，从内在、外在、相关三类认知负荷的视角分析了跨学科教学中认知超载的生成机制与具体来源。在此基础上，提出了“序列化内容重构”、“可视化脚手架搭建”、“贯穿案例故事化锚定”、“认知支架式练习”等四类教学设计优化策略，并阐释了各策略降低认知负荷的理论原理。本文为医学及相关领域的研究生跨学科课程改革提供了可操作的理论指导。
Abstract: Interdisciplinary graduate courses often lead to excessive cognitive load on students due to the accumulation of knowledge from multiple disciplines, which negatively affects learning outcomes. Taking the course “Microbiome and Metabolomics” as an example, this paper systematically introduces cognitive load theory and analyzes the mechanisms and specific sources of cognitive overload in interdisciplinary teaching from the perspectives of intrinsic, extraneous, and germane cognitive loads. On this basis, four instructional design optimization strategies are proposed: “sequential content restructuring”, “visual scaffolding construction”, “case-based anchored storytelling”, and “cognitive scaffolded exercises”. The theoretical principles by which each strategy reduces cognitive load are also explained. This paper provides actionable theoretical guidance for the reform of interdisciplinary graduate courses in medicine and related fields.
文章引用：杨瑾, 孟盼盼, 丁妍. 基于认知负荷理论的医学跨学科研究生课程教学设计——以“微生物组与代谢组学”为例[J]. 教育进展, 2026, 16(7): 1667-1675. https://doi.org/10.12677/ae.2026.1671546

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