The Intervention Of Learning Strategies Based On Cognitive Load Theory

Learning quality refers to the ability to support the students made of various factors to success in learning,it has an important influence on students' learning effects,mainly includes three aspects: learning ability,learning strategy and learning attitude.Learning ability is the congenital condition of learning behavior,including attention,willpower,which can be improved through training.Learning strategy is that students whether use skills and methods to learn,including reflection and interpretation.Learning attitude is the emotion,interest in learing.Learning strategy is that learners can consciously control and adopt rules,methods and techniques in a specific situation to complete the learning tasks and objectives,and it can improve learning effect and efficiency,including cognitive strategies,meta-cognitive strategies and resource management strategies.A large number of studies have shown that learning quality has a significant impact on academic performance.Moreover,there are a lot of studies to intervene the students' study quality,the theme of the intervention covers learning ability,learning strategy and learning attitude.These studies with learning difficulties as object,interventions are based on the learning theory of Constructivism and Behaviorism.Although there have been some intervention studies on learning strategies,there are still some deficiencies:First,the intervention of the former strategy is mainly aimed at the students with learning difficulties,and few of them are average-achieving student.Second,previous research on learning strategies of intervention is not fine enough,less targeted.Thirdly,previous studies lack concern for students ' cognitive load.People's cognitive resources are limited,if the learning strategies into an internal schema and cannot be automated,it will cause a cognitive burden,so as to reduce their use of the policy,leading to intervention ineffective.Therefore,according to the above-mentioned problems,the study is divided into two parts: First part is discussion junior high school average-achieving students learning quality,especially learning strategy of using status and features.Based on the first part,second part based on the student's learning strategies of using the status and characteristics,carried out based on cognitive load theory of learning strategy intervention training.Among them,in the first part,for more effective examination of students learning characteristics,included three studies: First through literature review,analysis,build the affecting the quality of students ' learning theory in individual level,developed a questionnaire.According to the final data for the overall quality of the questionnaire were analyzed;Second,according to the study quality data analysis,explore different academic level of students ' learning strategy,willingness to learn and the differences in learning ability to determine students' differences;Third,researchers interviewed teachers and students to conducted a qualitative analysis.Further analysis of differences in students ' learning strategy and the reasons behind.Provide a reference for subsequent intervention.Study results found:(1)Quality of middle school students ' learning questionnaire is good;(2)Junior high school average-achieving students' using characteristic of learning strategy: 1)Average-achieving students and excellences in learning strategy and learning abilities are different,but there is no difference in the learning attitude.However,all the quality of learning within learning difficulties students are differences;2)Students lack of diversity on the use of cognitive strategies.3)Students rarely use meta-cognitive strategies,and methods in use is wrong,superficial,poorly.4)Metacognitive strategies of self-monitoring strategy is the most necessary.(3)Using cognitive load theory to intervene the junior high school averageachieving students reduce cognitive load when students use learning strategies,increased their strategy initiatives and the frequency of using.