The Teaching Design Of Elementary Vocabulary Chinese Teaching Based On Cognitive Load Theory

In recent years,the rising international status of China increases the number of Chinese learners.As a bridge,vocabulary plays a very important role in teaching Chinese as a foreign language.At present,there are many kinds of teaching theory,teaching strategies,and teaching methods in teaching Chinese as a foreign language.But most of them is focusing on vocabulary,which ignores the individual learners.That makes the learners lose interest of learning vocabulary.Cognitive load theory,as a new theory of guiding teaching design,has attracted more and more attention in the field of teaching Chinese as a foreign language in recent years.The cognitive load theory,starting from learners themselves and focusing on learners,helps educators to optimize teaching design from theory to practice,which helps learners lighten their cognitive load and improve thier learning efficiency.Based on cognitive load theory,the paper takes the textbook “Elementary Comprehensive Course 1” lesson 14 “I Bought a Sweater” as an example,using cognitive method to carry out detailed elementary vocabulary teaching design.Find out problems in teaching practice,and make reflection and suggestions.This paper is divided into six parts:The first part is the introduction,it mainly introduces the research significance,the research summary and the research method of the paper.The second part expounds the theoretical basis of cognitive load theory,including schema theory and resource limited theory;The basic view of cognitive load theory and three types of cognitive load theory,including internal cognitive load,external cognitive load and related cognitive load.The third part mainly analyzes the feasibility of applying cognitive load theory to primary vocabulary teaching in teaching Chinese as a foreign language,including the characteristics of primary vocabulary teaching as a foreign language;The advantages of cognitive load theory in primary vocabulary teaching in teaching Chinese as a foreign language,which includes four aspects: emphasizing learners' main position,optimizing teaching design,improving the efficiency of vocabulary teaching and stimulating interest in vocabulary learning.The fourth part is the teaching design,which includes three aspects: teaching background analysis,overall teaching design and teaching process.The background analysis mainly analyzes the teaching object,the teaching content,the class time arrangement.The teaching design includes four aspects: teaching objective,teaching principle,teaching content and teaching method.The fifth part is the teaching evaluation and teachig reflection.The last part is the summary and suggestion of the whole teaching design.