A Research On Presupposition And Practice Of High School Biology Concept Teaching Path Based On Cognitive Load Theory

The concept of biology is a generalization and summary of the phenomena and laws of complex life activities.Many laws,methods and principles in life sciences need to be correctly expressed by means of relevant biological concepts.At the same time,the study of biological concepts is an important way to cultivate students’ ability and develop students’ logical thinking.Effective teaching of biological concepts is also an important means to improve the quality of classroom teaching.How to effectively carry out biological concept teaching in classroom teaching,promote students’ deep understanding and transfer of knowledge,and help students form life concept has become a research hotspot in the field of biology teaching.Cognitive load theory focuses on the process of information processing in the learning process.Its viewpoints can be summarized as follows: Working memory is the main place for information processing,and its capacity is limited.Long-term memory is the place where information is stored,and its capacity can be regarded as unlimited.If the information that needs to be processed on the working memory exceeds the capacity it can carry,then the processing of the information will become invalid.This is called cognitive overload.The construction and automation of schemas can reduce the amount of information processed on working memory and free up more space for working memory processing information.It can be seen that the cognitive load theory focuses on the cognitive processing process in student learning,and applying it to conceptual teaching can optimize the cognitive load in learning from the perspective of students’ cognitive structure,conducive to students’ concept assimilation and adaptation,help students build scientific concepts and improve learning efficiency.Therefore,this topic applies cognitive load theory to the teaching and learning of concepts.Based on the previous studies,this paper explores the biological concept teaching path based on cognitive load theory,in order to improve the quality of biology classroom teaching,and provides some valuable references for the biology classroom teaching.This topic uses research methods such as literature research method,investigation research method,educational experiment method,and statistical analysis method,trying to construct a concrete path of biology concept teaching based on cognitive load theory.Take class 4 and class 6 students in the first grade of a middle school in Nanning,Guangxi as the research object,Select a typical case to carry out a practical study of specific paths.By collecting and analyzing the biological scores of the experimental and control classes before the experiment,the cognitive load self-rating scale of the students in the experiment,the corresponding after-school test questions,and the biological scores of the students after the experiment,to verify whether the biological concept teaching strategy based on cognitive load theory helps students to construct biological concepts,Study whether the strategy can promote the effectiveness of students’ learning and improve students’ academic performance after the strategy is applied to the teaching of high school biology concepts.After experimental research,the following experimental results were obtained:(1)In the high school biology concept teaching,after applying the concept teaching strategy based on cognitive load theory,the psychological pressure of the students in the experimental class is significantly lower than that of the control class when there is no significant difference in the learning materials.(2)The average scores of the after-school test,the paragraph test and the test take-up of the experimental class were significantly higher than those of the control class,and as the experimental time increased,the comparison between the experimental class and the control class became more and more obvious.Therefore,the author draws the following conclusions: High school biology concept teaching strategy based on cognitive load theory can optimize students’ cognitive structure,reduce students’ cognitive burden,reduce psychological pressure during students’ learning,and promote students’ effective processing of concepts,improve learning efficiency and learning achievements,and have a positive effect on high school biology teaching.In order to further improve the conclusions of this study,the following recommendations are made: First,pay attention to the cognitive structure of students,and keep abreast of the changes and development of students’ cognitive structure.Second,when applying cognitive load theory to concept teaching,it needs to be combined with other teaching methods.Third,students should be the main body in teaching to improve their learning initiative.