Comparative Study Of Nine Grade Chemical Textbook Based On The Cognitive Load Theory

On the basis of cognitive load theory, this paper studied the comparison of three versions of the ninth grade chemical teaching material.The three versions of the textbook were published by people’s education press,short for “People version”; Published by shandong education press,short for “Lu version”; And published by Shanghai education press, short for “Hu version”. There were two directions of comparative analysis,the first direction compared four primary theme of the chemistry teaching materials on the basis of the curriculum standard;The second direction compared the whole writing of teaching material’s.There were three dimensions of each direction’s comparison,the three points were respectively the selection of the teaching material content, the content of the presentation and the content’s organizational structure.Finally, this paper was compared and analyzed on the perspective of cognitive load theory.On the comparative analysis of the three versions of the teaching material,results showed that People’s version focused on basic knowledge,the difficulty of the content choice was lower,pattern of manifestation was richer,whole structure was rigorous, focused and coherent; Lu vesion focused scientific inquiry,its content was moderate difficulty.The most consistent with the requirement of curriculum standard was Lu vesion. Its overall structure order in accordance with students’ cognitive development, can reduce their intrinsic cognitive load in learning up. Its content performance was form to expanding knowledge and to exploring knowledge most,can increase students’ related cognitive load; Hu version focued on combined with the actual life. The textbook dared to innovation and breakthrough. Its content was concise and difficulty.The highest level of integration of the knowledge, had the high intrinsic cognitive load. As like as lu version, its expanding knowledge was also one of the most. At the same time,Hu veresion was the most closely contact with the development of the modern advanced science and technology, it can improve the students’ learning desire and increase the related cognitive load.Fianlly, on the basis of comparation and analysis, there were four suggestions put forward to improve the teaching, which were on the basis of the curriculum standard and for the use of teaching material. The first, setting goals for different levels of competency and individualized teaching; The second, creating a vivid situation; The third, arranging information and getting rid of useless; The fourth, simplifying complicated konwledge and strengthening cognition. Hoping this paper can help to first-line teachers.