The Application Of The Cognitive Load Theory Used In The Ideological And Political Lessons In Middle School

Since implementing the new curriculum reform， high school ideological andpolitical teachers have had a positive exploration on how to change the traditionalteaching mode and improve the effect of ideological and political teaching， then theyhave made a certain degree of success. But the state which the high school students arelack of interest on the political lessons and think the political lessons are difficult tounderstand has not been solved fundamentally， they are easy to produce "cognitiveoverload" phenomenon. The basic reason of this phenomenon is that the teachers do notconsider or seldom consider the students’ cognitive load element during the teachingprocess.Cognitive load is the necessary amount of psychological resources for people inthe course of information processing. People’s cognitive resources are limited， if theamount of resources needed for learning activities are more than individual cognitiveresources， cognitive overload will occur. Cognitive load theory provides a newperspective for the reform of teaching high school political lesson， has guidingsignificance to reduce the learner’s memory pressure of high school thought politicallesson. The paper adopts the literature method， survey method， case analysismethod， the method of quasi-experimental reach， the method of summary and so on.Staring from the cognitive load theory， the paper analyzes the influence factors ofcognitive load in high school ideological and political courses，and makes teachingcourseware design according to the teaching suggestions proposed for the high schoolideological and political lesson， and carries out experimental study.The results of the study show that，Based on the cognitive load theory to designteaching case and practice in senior high school ideological and political courses， thelevel of psychological pressure on students is reduced significantly，perceptual difficulty of teaching material is decreased; the students memory pressure is reduced，interest of learning the ideological and political lessons is enhanced， significantdifferences in learning achievement.Therefore， the high school ideological and political teaching research by takingcognitive load theory as the guide is effective and feasible.