The Teaching Design And Practice For “Information Technology Of High School” Based On Cognitive Load Theory

To improve the effectiveness of IT education in high school is the current study emphases of education technology. The student is the main part in teaching activities, and their internal cognitive states have an enormous impact directly on effectiveness of teaching. The Cognitive Load Theory can enhance the teaching of IT education in high school, resulting in a better cognitive status of learners and improving learning efficiency.The purpose of this study is to provide theoretical new ideas for IT education in high school in terms of psychology.And to enrich and expand the Cognitive Load Theory in practical research, combining it and the teaching for “Information Technology of high school”. On the other hand, in practice,the study aims to design teaching activities based on Cognitive Load Theory and verify its effect. Therefore, it may help the teaching for IT education in high school.In this article, based on cognitive load theory, I firstly analyzed the teaching elements about “Information Technology of High School” in terms of its characteristics. Then, I introduced 3 strategies to control the cognitive load in teaching: reducing the intrinsic cognitive load in teaching content by easing the difficulty of learning task, controlling the extraneous cognitive load by optimizing the interactive method of learning materials, and increasing the germane cognitive load by improving learners’ focus. Moreover, Ianalyzed the six modules in curriculum standards of“Information Technology of High School”. For each module, I gave several adjustment strategies of cognitive load and draw a comparison with them. In the next section, several example teaching were built based on the cases of “Processing and Expression of the Press Text Messages”, “Recursive Algorithms and Recursive Program”, and “Processing of Graphics and Image”. Among the foregoing 3 methods to control cognitive load, I adopted one of them as a crucial factor to design each example teaching, respectively. At last, according to these example teaching, I studied two parallel classes in The First High School of Changsha with quantitative and qualitative analysis. By using the testing papers,self-assessment form of cognitive load and questionnaires, I measured the cognitive load of those students and intend to verify the actual effect of teaching design based on the cognitive theory in practical teaching.