The Research On Classical Chinese Teaching In Junior Middle School Based On Cognitive Load Theory

Reducing the burden of science on students has been one of the priorities of the ministry of education since 2018.Compared with the strong regulation of the external environment,effective control from students' cognitive terminal will be more conducive to reducing students' burden.Based on the cognitive load theory,this paper focuses on how to reduce students' external cognitive load,reduce their internal cognitive load,and increase their cognitive load,and discusses in detail the optimization measures of cognitive load in middle school classical Chinese teaching to reduce students' total cognitive load,so as to improve teaching efficiency and enhance classroom effectiveness.This paper is divided into five parts.The first chapter is the introduction,the first section clarifies the research background and significance,the second section sorts out the domestic literature related to cognitive load theory and middle school classical Chinese teaching,and expounds the research trends of the application of cognitive load theory in Chinese teaching.In the new curriculum standard implemented in 2018,the recommended items of ancient poems and essays in junior middle schools have been increased greatly,which indicates that the learning burden of classical Chinese is increasing.Combined with the "measures to reduce the burden of primary and middle school students" promulgated by the ministry of education on December 28,2018,this paper believes that it is necessary to assist the government to reduce the burden of students from the cognitive terminal.The second chapter is the study of cognitive load theory.The first section expounds the core concepts of classical Chinese and cognitive load,the second node indicates the types and measurement standards of cognitive load,the third section introduces the basis of cognitive load theory,and the fourth section explains the applicability of cognitive load theory to middle school classical Chinese.The third chapter investigates the cognitive load of middle school classical Chinese classroom.The first section investigated three types of junior middle school students in shaoxing city through questionnaire to understand the cognitive load of classical Chinese in junior middle school.In the second section,sample interviews were conducted with students from different junior middle schools to have an in-depth understanding of their cognitive load during classical Chinese learning,and detailed records were made.According to the survey,in classical Chinese learning,students obviously have such problems as "excessive total cognitive load","excessive external cognitive load","excessive internal cognitive load theory" and "relatively low cognitive load".The fourth chapter,aiming at the problems reflected in the third chapter,proposes concrete and feasible teaching strategies from three aspects: reducing the external cognitive load,reducing the internal cognitive load and increasing the related cognitive load.In order to reduce the external cognitive load,we should simplify the design of blackboard writing and PPT,scientific organization of audio and video materials,play the role of teacher guidance,popular interpretation of obscure terms,reasonable arrangement of after-class tasks.In order to reduce the internal cognitive load,we should simplify the design,reasonably arrange the teaching pace,do not raise the standard of the course,encourage students to face up to the difficulties,and use the first organizer more often.In order to increase the cognitive load,we should try our best to create a relaxed teaching atmosphere,timely sort out the language schema,effectively sort out the form schema and give the method schema.The fifth chapter is empirical research and testing.The first section of grade9,grade 8,grade 7 classical Chinese teaching design demonstration,and timely teaching reflection.In the second quarter to apply for grade eight students in teaching research,using test volume,classroom observations,questionnaires and other forms to measure in the writings in classical style teaching learners' cognitive load,test in cognitive load theory under the guidance of instructional design can improve the level of the writings in classical style of study in junior high school students,to improve the effectiveness of the classroom.The conclusion emphasizes the necessity of applying cognitive load theory in classical Chinese teaching,summarizes the causes,process and results of the full-text research,and reminds teachers to pay attention to the situation of learning and the content of the text when applying cognitive load theory in classical Chinese teaching.Finally,it is pointed out that in this study,the measurement elements of cognitive load are relatively thin,the Suggestions put forward in the application of cognitive load theory in the teaching of classical Chinese in junior high school are insufficient in the operational strength,and the matching degree between the specific genre of classical Chinese and the cognitive load theory is low,and the future improvement direction is proposed.