教学设计原则与策略：基于认知科学和教育心理学的理论依据

他们通过研究教学设计模型和教学策略，提出了一系列的设计原则和教学策略，如认知负荷理论、多媒体原则、互动性设计等。这些设计原则和教学策略主要来自于教育心理学和认知科学的研究成果。以下是一些相关的文献：\n\n1. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.\n\n2. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). Cambridge University Press.\n\n3. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.\n\n4. Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 215-239). Lawrence Erlbaum Associates.\n\n这些文献提供了关于如何设计教学和提供教学策略的理论依据和指导原则。