Research On The Design Strategy Of Chemistry Teaching In Senior High School Based On Cognitive Load Theory

The purpose of cognitive load theory combined with teaching design is to regulate students' cognitive load reasonably in the process of education and teaching,so as to improve teaching efficiency,and to realize the "effective learning" of students as well as the "effective teaching" of teachers to promote the overall development of students.Based on current high school students' learning environment,the requirements of the new curriculum reform and the background of the new college entrance examination policy,the application of cognitive load theory in chemistry teaching is more and more important.Based on the relevant literature,this paper analyzes the concept and principle of cognitive load,the method of regulating cognitive load,and the teaching design strategy based on cognitive load theory:situational teaching strategy,structural strategy,experiment-based inquiry activity strategy,and the strategy of building cognitive model.Through the analysis and exploration,the author finds that it's feasible to regulate the cognitive load of students basing on the theory of cognitive load.The author designs an instructional design model based on the cognitive load theory,which helps teachers to regulate high school students' cognitive load reasonably,so as to achieve the purpose of "effective teaching" and "effective learning" in the teaching process.This paper analyzes and evaluates the classroom teaching effect of using the model in three teaching designs,i.e."The Nature of Chlorine","The Nature and Application of Sulfur Dioxide" and "Ethanol" in high school chemistry.The results show that the model and teaching strategy have certain universality.