Cognitive Load In The High School Student Learning Of Theoretical Chemistry Measurements And Influencing Factors Research

Cognitive load theory is developing based on information processing theory, it mainly inspects study and problem solving in the view of resources distribution. Cognitive load refers to the level of mental energy needed by processing information. With the number of information to process are adding, cognitive load is increasing. Cognitve load is derived from tasks characteristic and learners characteristic when learning. The level of cognitive load can be reflected by measuring learners' academic achievement, level of mental load and level of mental efforts when they learning, thus to offer to pointed guide for effective teaching.The research measures the level of cognitive load when students are studying theoretic chemistry chemical knowledge including equilibrium, hydrolytic equilibrium, ionization equilibrium, galvanic cell and electrolytic cell in order to study the the higher relatively level of cognitive load of knowledge points. Furthermore, discussesing the effects of the learning contents, the type of class and teaching model on the learners'level of cognitive load. The research finds as flowing:Firstly, the participants feel the higher relatively level of cognitive load of knowledge points are including the effects of changing external conditions on chemical equilibrium, the characteristic of chemical equilibrium, the calculation of solution concentration, the calculation of ionization degree, the calculation of PH, the judgment of ion concentration relation, the judgment of electrode, electroplating, lead-acid battery and the law of electrolysis in the measurement knowledge points.Secondly, the leaning contents effects in different degree on learners'academic achievement, degree of mental load and degree of mental efforts, which are the three measurement indexes of cognitive load. Among which, the influence of learning contents on learners'academic achievement is most, on learners'mental load is more, on learners'mental efforts is least. In addition, the earners' academic achievement, degree of mental load and degree of mental efforts present significant correlation, which means the lower learners'academic achievement, the higher learners'mental load and mental efforts, which show the three measurement indexes of cognitive load are consistent.Thirdly, when learning redox reaction, no matter on academic achievement or on mental load or on mental efforts, there are significant differences in different degree between the participants of top-student class and normal class. Among which, both of them have the biggest differences on the level of mental load, have bigger differences on the level of mental efforts, have the least differences on academic achievement.Fourthly, the participants under the teaching model of HPS are higher than participants under the normal teaching model, the former have lower level of mental load and mental efforts than the latter, and they have significant differences on academic achievement and mental efforts.The innovations of the paper are:(1) measureing the difficulties of students'learning senior chemistry. (2) exploring the effects of the learning contents, the type of class and teaching model on the learners'level of cognitive load. (3) finding that there are different significant differences of the effects of the learning contents, the type of class and teaching model on the learners' level of cognitive load.