Cognitive Load Theory Junior Geography Elearning Map Design Exploration

Under the new curriculum reform, to change the traditional teaching methods and means of teaching is a very hot topic. In recent years, educators and experts in changing the traditional classroom teaching mode and improve classroom efficiency geography made great efforts and achieved significant improvements, especially in the use of the electronic map secondary geography teaching. But in geography teaching process, in addition to considering teachers professional skills and students’ own factors, but also related to instructional design and teaching process in a reasonable allocation of cognitive load on students. In geography teaching, traditional teaching map no longer meet contemporary modern teaching, the impact of the combination of geography teaching and modern information technology, reducing the teaching efficiency and quality of teachers. Therefore, to explore e-learning map-based cognitive load application design lesson plans teaching applications of great value and significance.Cognitive load refers to the total amount of psychological resources that people process information required. Individual cognitive resources are limited, if the amount of resources required for learning activities exceeding the total individual cognitive resources, cognitive overload occurs[1]. Cognitive Load Theory of geography curriculum reform provides a new perspective, reducing the memory pressure geography learners. Through literature research, survey research, and other methods are summarized in Linyi City in school geography class e-learning applications to investigate some of the problems of e-learning map drawn widespread use of e-learning applications and map appears. In this paper, based on the design principles to build a map of the cognitive load of e-learning and e-learning theory map design strategies, and courseware design principles and strategies based on the proposed design of e-learning map. And proceed from the cognitive load theory, experimental classes and regular classes by students in psychological stress levels, achievement motivation and learning by comparing applications for junior high school geography class map to use e-learning pilot study results, summarized in Geography Teaching Applied Electronics Map of teaching effectiveness. The results show that, based on the application of e-learning teaching practice map cognitive load theory is valid, the student’s mental efforts increased significantly lower levels of psychological stress, perceived difficulty of learning materials decreased academic performance has been significantly improved, very Large enhances student learning geography of interest and enthusiasm.Therefore, based on cognitive load theory map application design e-learning geography teaching is effective and feasible.