The Application Of Cognitive Load Theory In The Teaching Of History In Senior High School

In the concept of modern education, people are increasingly concerned about the dominant position of students, teachers need take into account more students’ cognitive under the guidance of this concept, student understanding, perception and activities as a basis for design education.But in reality, the high school history teaching design is more inclined to start from the perspective of the teachers teaching, it seldom take students cognitive load factors consider, it lack of sufficient attention for students cognitive load, Therefore, it is necessary that optimize students cognitive load in the teaching process.Cognitive load theory was first proposed in 1988, it was by John Sweller who is Australian cognitive psychologist, from which made a profound impact on the field of education. But the cognitive load theory combined with high school history subjects is still lack research. Therefore, The topic did a little try and explore, in order to promote further research in high school history teaching by using cognitive load theory.This thesis begins with the theoretical research, it mainly introduce cognitive load theory connotation, theoretical basis, as well as the type of cognitive load and cognitive load measurements. And explore the cognitive load theory combined with high school history subjects, which bring the benefits.The paper investigated and research on the present situation of high school history teaching, which based on cognitive load theory. And analysis and induction of the impact of high school history teaching, external cognitive load factor, such as teaching language, teaching progress and rhythm,method and timing of presentation of materials, irrelevant information instructional media, teaching methods, complexity of teaching materials learner expertise and so on.The paper puts forward the control strategy of cognitive load, which was based on the investigation and study. By optimizing the teaching language, reasonable arrangement of teaching progress and rhythm, integrated material, eliminating redundant material, optimizing teaching media, and the aim of this teaching method is to achieve the goal of controlling external cognitive load. By simplifying the learning materials, present learning materials, activation and construction of the learner schema, which meet the requirements of reducing the internal cognitive load.In order to achieve the goal of increasing the related cognitive load and optimizing the cognitive load, which can through stimulating the students’ learning motivation, cultivating students’ unique learning style, cultivating students’ met cognitive strategies.The teaching experiment was base on the strategy, which through teaching experiment to test the cognitive load theory in high school history teaching the application of the actual situation, and evaluate the teaching effect. The data analysis showed that the students’learning pressure was significantly reduced, and the students’ learning interest was improved, and the results were significantly improved. Therefore, the Cognitive load theory can be applied to high school history teaching which can have a certain effect.