The Application Of Cognitive Load Theory In High School Biology Teaching

With the modern educational concept,educators are paying more and more attention to the dominant position of students in learning.They pay more attention to students' understanding,perception and activities in the teaching process.They have made positive explorations in the new curriculum reform,and have achieved some results.But at present,the learning state of the high school students is not optimistic.Many teachers also reflect,"Teachers are the tired from teaching and the students are more tired of learning".The reason is that teachers do not have or seldom consider the students' Cognitive Load in actual teaching."Cognitive Load is the total amount of mental resources that a person must have in the process of information processing." In the process of learning,the allocation of resources always follows the principle of"More or less and the total amount is constant".Therefore,how to effectively control the Cognitive Load of the learners in the teaching activities is particularly important.This paper begins with the research of Cognitive Load Theory,summarizes the connotation and theoretical basis of Cognitive Load Theory,the teaching effect of Cognitive Load,the types of Cognitive Load and the commonly used measurement method of Cognitive Load,and discusses the implications that may bring to the reform of high school biology teaching.Then the author surveys 8 biology teachers and 255 senior students in S middle school in Zhenjiang,Jiangsu,on the status of Cognitive Load in high school biology teaching,and finds that the overall Cognitive Load level of teachers and students is in the middle and lower level,which is basically in line with the reality of the current high school biology teaching,but there are some differences between different dimensions of Cognitive Load,which are characterized by higher level of Intrinsic Cognitive Load and Extraneous Cognitive Load,and lower level of Germane Cognitive Load.Accordingly,the author puts forward the corresponding management strategies:to optimize the Intrinsic Cognitive Load by improving the learners'psychological capital and learning efficiency,establishing the relationship between the new and old knowledge and experience of the learners;to reduce the Extraneous Cognitive Load by rational use of learning materials,optimization of presentation,selection of appropriate teaching methods,and enhancement of teacher-student interaction;to increase the Germane Cognitive Load by stimulating learners'motivation,increasing learners' learning efforts and using relevant teaching strategies,etc.Finally,under the guidance of the above management strategies,the author implements the case teaching based on Cognitive Load Theory and evaluates the teaching effect produced after its practical application.The results of the study prove that applying Cognitive Load Theory to senior high school biology teaching can effectively reduce the students' psychological pressure and improve their academic performance,and it is possible to really achieve "burden reduction and synergy".