Research On The Design And Application Of Skill-based Micro-videos Based On Cognitive Load Theory

Information technology is a highly operational,practical and comprehensive course.Focus on training students' innovative spirit,practical ability and ability of lasting learning.Skills micro-videos as the most common and convenient resource for the review course of IT academic leevel test in our school.It did play a huge role.It can better stimulate students' interest in autonomous learning,Breaking through the Important and Difficult Points in Teaching,the problem of students' individual differences in hierarchical teaching has been solved.But in practice teaching,simple,unsigned skills micro-videos can not arouse students'deep thinking,It does not work as it should.Cognitive load theory is an important theoretical basis to guide the design of multimedia learning materials.The main application of this theory in teaching is to provide psychological basis for learning materials from the angle of guiding the rational allocation of resources.Cognitive load can be divided into three categories:extraneous cognitive load,intrinsic cognitive load and germane cognitive load.They are influenced by the organization and presentation of learning materials,the complexity of learning materials and students' prior knowledge and experience,respectively.This study is based on cognitive load theory,improve the design of' Skills micro-videos,At the same time,we assume three cognitive loads:extraneous cognitive load,intrinsic cognitive load and germane cognitive load,The assume is validated by cognitive load measurement.In this study,the second year students of Yanziji Middle School in Nanjing were taken as the research objects.Taking the Operational Questions of Academic Level Test as the Material,based on Cognitive Load Theory,Discussion on the Improvement Strategies of skills micro-videos Design,find out a more scientific and reasonable design scheme for skills micro-videos,Help students to pass the IT level test easily and smoothly,improve students' information thinking ability,hands-on operation ability,develop good operating habits and independent problem-solving attitude.Through three rounds of action research,the following main conclusions are drawn:(1)Based on the theory of cognitive load,carefully designed and processed skills micro-videos are conducive to students' better self-exploration and construction of a new schema system.(2)skills micro-videos can reduce students' extraneous cognitive load and improve learning efficiency by adding tags and subtitles,which has a significant impact on mastering operational skills.(3)Reasonable and selective segmentation of micro-video can control students'intrinsic cognitive load and help students break through the difficult operation,especially for the more difficult operation,the effect is more remarkable.(4)In the process of watching micro-videos,letting students sum up and correct errors can improve students' germane cognitive load,help students build new knowledge schemas,develop correct operating habits,and benefit students for life.After three rounds of action research,some research results have been achieved,forming a relatively complete set of high school skills micro-videos curriculum resources,based on the cognitive load theory,and ultimately verify the feasibility of the design,expanding the field of information technology teaching in high school to optimize the control of cognitive load.