Research On The Design And Teaching Method Of Courseware With Cognitive Load Theory

In order to make the students to have a better understanding of new knowledge taught assisted by modern multimedia in daily study and education, the related theory arises at the moment. However, though there are a lot of research have already made, most of them are just concentrated in the layout of a page of a multimedia interface and the improvement of presentation. Almost no research is put on the overall change of teaching in the courseware. In this circumstances, the author believes that the famous "cognitive load theory" proposed and extended by the Australian cognitive psychologist John Sweller is one of the best way to solve the questions mentioned.It is expected to answer the following questions by this research:1. When teaching in the method of show an object step by step, does it make the students have a better performance in the memory, the transformation and the cognitive load test than the static teaching method?2. When separating the elements of the interactive relationship in the mathematics course, will this make the students have a better understanding of content than the traditional method which let all mathematical elements mixed together in the teaching?3. Is there a correlation between cognitive load and memory or transformation test?This research takes students in two schools which has a distribution equilibrium in scores in Shanghai as the research objects to carry out empirical research. It is proposed to make the suitable teaching materials used in electronic on the textbook with the help of color, layout, show an object step by step and separating the elements with method of cognitive load theory on the basis of the research on cognitive science and multimedia learning theory. Some of the theory are still very new, such as show a gradual object and separating the elements, etc. Then, it takes the course of “vertical diameter theorem” in the 2nd stage of curriculum reform textbook in Shanghai as an example, and traditional edition courseware used by almost all teachers and experimental edition courseware which is in line with the spirit of this article as the presentation tools.Through after-school test volumes, cognitive load test, interviews to measure the effectiveness of learning, a comprehensive reflection shows a certain difference between two kinds of students who use different courseware as learning tool.The results show that compared to the traditional version, the use of the experimental version of the cognitive load theory of electronic materials have great benefits to the majority of students who are non-particularly good in memory, usage and understanding. The reduction of cognitive load also has positive effect on the students in the test.Eventually, on the basis of this research, the article also argues some advice in teaching preparation, teaching process and scope of application, etc.