Research On Chinese Teaching Of High School Based On Cognitive Load Theory

The new curriculum standards further emphasize student-oriented teaching concepts and students' independent learning activities.Therefore,teachers are paying more and more attention to the student's learning subject status in the teaching process,vigorously advocating independent,cooperative and inquiry teaching methods,and it has already achieved initial results.However,the current situation of high school Chinese classroom teaching is not optimistic.The teaching design of many high school Chinese teachers has not been truly student-oriented.Especially in multimedia teaching design,teachers often ignore various teaching elements such as text,pictures,sounds,animations,etc.It has an impact on students' learning efficiency,which causes students to have greater psychological pressure and learning burden in the process of perception,understanding and learning activities,which leads to the problems of low Chinese language learning efficiency,slow progress of Chinese language performance,and lack of Chinese literacy in high school students.The reason is that teachers rarely consider students' acceptance,understanding and feelings of knowledge in the teaching process,as well as the cognitive load caused by them,and even ignore the impact of cognitive load on learning efficiency and teaching effects.Efficient high school Chinese classroom emphasizes that teachers guide students to understand,master and use Chinese language characters as quickly and as fast as possible in the shortest possible learning time,and complete as many learning tasks as possible.The cognitive load theory believes that learners who complete learning tasks within a certain period of time are bound to consume certain psychological resources and produce cognitive load,and the level of cognitive load directly affects the level of learning efficiency.Therefore,optimizing instructional design,reducing burden and increasing efficiency is an important part of creating an efficient high school Chinese class.Based on this,the author conducts research on high school Chinese teaching based on cognitive load theory.The first chapter of the thesis summarizes the related concepts and theoretical foundations,and analyzes that the cognitive load theory has important enlightenment significance for Chinese teaching in high school.Chapter 2designs the questionnaire of high school Chinese teaching based on the cognitive load theory,through a multi-dimensional analysis of the current state of cognitive load in high school Chinese teaching through special data analysis software,and explores the different types of high school Chinese teaching The main reason for cognitive load.The third chapter proposes corresponding control strategies and teaching strategies for the current cognitive load and other related problems in high school Chinese teaching,in order to achieve the goals of reducing burden and increasing efficiency and cultivating students' Chinese literacy.In the fourth chapter of the thesis,the author designs the high school Chinese teaching case based on the cognitive load theory,and uses this type of teaching plan to carry out a semester teaching experiment in the experimental class.The experimental results show that the cognitive load theory can effectively optimize the teaching design,to a certain extent,it can reduce the difficulty of high school Chinese learning materials,alleviate the high school students' learning pressure and psychological pressure,increase the high school students' interest in Chinese learning,and thus reduce the burden and increase efficiency,To improve the efficiency and achievements of Chinese language learning,and then cultivate the core Chinese language literacy of high school students.