The Research Of Cognitive Disorder In Fragmented Learning

Fragmented learning has become a new learning style which is popular withyoung people. It is because that it has more controllable and more flexible learningtime. It is much easier to choose fragmented learning content. Learning fragmentedknowledge only needs a short time, and it is easier to maintain interest in learning.The efficiency of knowledge absorption is also improved. Many companies treatfragmented learning as a main way of training employees. The development ofcomputer and network technology, especially the rapid development of mobiletechnology and the expansion of its application function have provide powerfultechnical support for this kind of learning style. But cognitive disorder whichtriggered by fragmented learning is becoming a problem of increasing concern.Cognition is an intelligent procession of learning, memory, language, thought,mind, emotion, and a series of random, psychological and social behaviors. Cognitivedisorder means the brain is abnormal in the process of all these advanced intelligentprocessions so that cause the serious change of thinking, mind, emotion and judge. Atpresent, the study of cognitive disorder is almost in medical field. Trying to match theproblem of cognitive disorder in medical field with the cognitive issues in fragmentedlearning, and seeking the strategies and methods are the way to solving the cognitivedisorder in fragmented learning. It has theoretical and practical significance for thesustainable development of fragmented learning.This study based on the research of present situation in fragmented learning,analyzing the advantages and disadvantages of the current fragmented learning, andthen summarize that the cognitive disorder caused by fragmented learning is the mainfactor that influence the effect of learning. And we defined the scope of researchthrough defining some main concepts. Then, under the direction of informationprocessing theory, schema theory, and the guidance of learning theory of connectedsocialism, we get a detailed analysis of the learners’ cognitive characteristics infragmented learning and the characteristics of fragmented learning resources. By using the questionnaire survey to understand the current existing problems infragmented learning, we further precipitate the type of cognitive disorder infragmented learning, and construct a model of cognitive disorder. Combined thismodel with the model of learners in fragmented learning under the guidance ofpsychological adjustment mechanism, we put forward some effective strategies tosolve the problem of cognitive disorder in fragmented learning. Through studying thetypical case, we provide an evidence to the proposed strategies.The structure of the paper and the details of each chapter are as follows:The first chapter introduces the background of the research. This paper expoundsthe rise of fragmented learning and the process of rapid development, and points outthat the cognitive disorder in fragmented learning highlights day by day. Throughresearching the status at home and abroad, we clear the necessity and urgency ofcognitive disorder in fragmented learning, and put forward the research goals, theresearch methods, and the brief introduction about the research.In the second chapter, the concepts of fragmentation, fragmented learning,cognitive disorder are defined, determining specific scope of the research. Under thedirection of information processing theory of cognitive psychology and schema theory,we analysis cognitive disorder in the design of learning resources. We use informationprocessing theory to guide the design of fragmented learning resources. Schematheory describes the cognitive structure. Knowledge acquisition is the process ofconstructing original cognitive structure. Finally by analyzing the perspective ofconnected study in fragmented learning process, we emphasize that the studentsshould improve information integration ability. Fragmented resources’ providershould also change the push mode and integration mode so that effectively avoidingthe learner’s cognitive disorder.The third chapter analysis the characteristics of students’ cognitive features andfragmented resources under the environment of "fragmentation". Through thequestionnaire survey we know the status of cognitive disorder in fragmented learning.According to the information processing theory, we divided cognitive disorder infragmented learning into four parts:perceptual disorder, attention disorder, memory disorders, thought disorder. Combining with the specific construction form ofcognitive disorder in medical field, we build the model of cognitive disorder infragmented disorder.In the fourth chapter, by analyzing the learner’s cognitive mental process infragmented learning, we build a model of regulating mechanism in fragmentedlearning. With the model the cognitive disorder problem-solving strategies are putforward. In order to further inspection the effectiveness of the strategies, we putforward the design process of fragmented learning resources on the micro-blog, andrespectively study a typical case called "learn-slang-with-me" micro-blog platform.Then we give out the way to overcoming the cognitive disorder in particular way,and give a dialectical thinking on the research.The fifth chapter summarizes the research on cognitive disorder in fragmentedlearning and the existing problems and shortcomings in this study, and provides aclear direction for further research.