High School Students Cognitive Load Scale Preparation Of Their Research

The field of research on cognitive load of high school students is relatively new. There is little study on it in both at home and abroad and no study on high school students' cognitive load situation, in addition, the uniform and authoritative measuring tool about it is absent. In this study, on the basis of a series of preparations, the researcher constructs the structure of high school students' cognitive load, and compiles the scale of high school students' cognitive load. Then the researcher selects 1427 students from eight full-time senior high schools in Jiangsu province, including Zhang Jiagang Senior High School, Xinhua High School, Sihong High School, Maba High School, Shanguan High School, Wenshu High School, Tianbu High School, and Chahe High School, in order to explore and analyze the characteristics of high school students' cognitive load. It aims to learn something from it and provide advice on the work of high school education.By comprehensive investigation and data analysis, the study draws following conclusions:1,The high school students cognitive load questionnaire includes intrinsic cognitive load, extraneous cognitive load and germane cognitive load. All dimensions constitutive factors are respectively:students' psychological capital, students' emotion experience, students' learning effectiveness; course assignments factors, teachers' teach efficiently, and interaction between students and teachers; students' autonomous learning ability, students' organization skills. Statistical analysis showed that the questionnaire has good reliability and validity.2,Generally speaking, the development level of the high school students' cognitive load of Jiangsu province is only in the middle to upper level. The high-school pupils undertake each kind of cognitive load intensity presents two grade> three grade> one grade as well as the four star classes> the three star class.3,The difference of men and women living in total cognitive load and extraneous cognitive load was not significant. The intrinsic cognitive load level of girls' is higher than boys'. They have less psychological capital than boys. Their learning effectiveness, autonomous learning ability and organization skills are both less than boys. On the factors of emotional experience, interaction between students and teachers, degree of teachers' teaching characteristics and the course assignments, sex difference are not significant.4,High school students of grade two feel the cognitive load heaviest, have psychological capital decreases, positive emotion experience is abate, learning efficiency drops, and teacher interactive enthusiasm is not high, teachers' teaching efficiency and reduce the complexity of the course assignments can't reduce the external cognitive load level, showing the autonomous learning ability and organizational skills had declined.5,Provincial four-star high school students'total cognitive load, intrinsic cognitive load and germane cognitive load is heavier than three-star high school, have less psychological capital, positive emotion experience is weak, extraneous cognitive load's influence by the interaction between teachers and students is little, showing the autonomous learning ability and organizational skills below the province three-star high school students.6,The interaction effects between grade and school types on high school students' total cognitive load, intrinsic cognitive load and its constitute factors, extraneous cognitive load and its formation factors of teachers' teaching characteristics and course assignments factors are significant. The interaction effects between gender and grade level on students' emotion experience of intrinsic cognitive load and degree of interaction of extraneous cognitive load are significant.