High School Information Technology Based On Cognitive Load Theory Design And Practice Of Learning Activities

In recent years,the search for effective ways to reduce the burden has become more and more intense.At the same time,as information technology enters a new stage of development,the "General High School Information Technology Curriculum Standard(2017 Edition)" was promulgated.A lot of adjustments have been made,which involves more professional knowledge of information technology disciplines and a wider scope.The new curriculum standards have undergone major changes in terms of student development needs,curriculum value requirements,etc.,and the learning goals and learning abilities of students.Both have put forward higher requirements.The classroom is the front-line base of education and teaching.Cognitive load is widespread and in the learning process.For a long time,the problem of students' cognitive load has been relatively ignored in the information technology classroom teaching process.Facing the new requirements of curriculum standards,teachers need to change their teaching thinking.To find an effective way to reduce the burden and improve quality in the context of the new curriculum reform.Therefore,this study will aim at the knowledge content in the new curriculum standards of high school information technology and the cognitive characteristics of high school students.Using the cognitive load theory,we will explore teaching methods from the perspective of regulating the high school students' cognitive load in order to promote their knowledge of new knowledge.Quickly acquire,understand and master.This research is based on the existing research,based on the cognitive load theory and related theoretical foundations,using literature research methods and survey research methods,and reviewing relevant literature to summarize and summarize domestic and foreign research on cognitive load theory and learning activities.Current situation,clarify the classification of cognitive load,teaching effect and its theoretical connotation.Then,from the three dimensions of external cognitive load,internal cognitive load,and related cognitive load,a questionnaire survey was conducted on the current situation of cognitive load in high school information technology teaching for more than 140 students in three classes in the first year of internship school.It was found that the overall cognitive load of the students was unbalanced,showing that the external cognitive load and internal cognitive load were high,and the related cognitive load was low.According to the survey results,byanalyzing the various learning factors that the predecessors paid attention to the cognitive load theory,this article summarizes the five major influencing factors related to cognitive load in the information technology curriculum environment-learner characteristics,the nature of teaching materials,and the form of teaching organization.Presentation of learning materials and teaching environment.Based on this,this research further proposes corresponding management strategies.In addition,the new high school information technology curriculum standard promotes experiential learning methods such as project learning,and promotes learning and development in practice.In order to fit the new curriculum standard,this study designed a learning activity process based on cognitive load theory and combining project learning methods..Finally,this study adopts a quasi-experimental research method,comprehensively uses cognitive load management strategies to design learning activities,develops teaching practices,and verifies the effects of learning activity design based on cognitive load theory in teaching.The experimental results show that the design of learning activities based on the cognitive load theory is conducive to balancing cognitive load,promoting the interaction between learners and teaching materials,and improving students' understanding and acceptance of knowledge.