Teaching Design Of High School Physics Concept Based On Cognitive Load Theory

Cognitive load refers to the load generated when a specific task is applied to the learner's cognitive system.Cognitive psychologists have constructed a complete cognitive load theory around its connotation,and the theory has been widely applied to teaching and instruction since it was proposed.In order to grasp the cognitive load status of high school students in physics concept class,a student questionnaire and a teacher interview were conducted.According to the questionnaire analysis,the average value of students' internal cognitive load generated in class is 3.2620,the average value of their external cognitive load is 3.4581,and the average value of their related cognitive load is 2.8926.It can be seen that both the internal and external cognitive load levels of students are higher than the critical value(3),and the related cognitive load levels are slightly lower than the critical value(3).The interview results are also consistent with the questionnaire conclusions.Physical concept is the cornerstone of physical science,and the relationship between a large number of concepts reflects the internal logic of concepts.According to the statistical analysis of the mechanics part of high school physics textbook published by people's education edition,it is found that the number of mechanics concepts that can be correlated according to the relationship between genera and species accounts for 65%,which indicates that it is widespread and universally applicable in teaching.After the interviews with teachers,it is found that teachers generally lack the understanding and cognition of the relationship between genus and species of physical concepts.Based on the above research,the principles of physics concept teaching are firstly sorted out,and the basic principles of scientific nature,vivid intuitiveness,inspiring positive thinking and linking theory with practice are established.Secondly,based on the cognitive load theory,the paper analyzes the cognitive load factors affecting the physical concept teaching.Finally,based on the analysis of cognitive load factors affecting physical concept teaching,and in combination with the general principles of physical concept teaching,six physical concept teaching principles under cognitive load theory are constructed: Starting from the reduction of intrinsic cognitive load,such as the decomposition principle of super load and the principle of relating the original cognition;Starting from the control of external cognitive load,such as the design conforms to the principle of physical logic and the presentation conforms to the principle of cognitive characteristics;Starting from the improvement of their related cognitive load,such as principles that guide thinking and those that stimulate interest.Around cognitive load theory,based on the six principles of construction,starting from the intrinsic characteristics of the relationship between genus and species of physical concepts,the concept system of interaction force and the concept system of mechanical motion are taken as examples to design the high school mechanics concept knowledge module with the relationship between genus and species.From the systematic perspective of physics concept teaching in senior high school,taking the concept of friction and the concept system of mechanical motion as examples,the teaching design of new concept teaching and concept review lesson of senior high school mechanics was carried out.