Research On Problem-based Teaching Of High School Chemistry Based On Cognitive Load Theory

According to the basic education requirements of various disciplines under the socialist core values,The New Chemistry Curriculum Standard(2017 Edition)puts forward the importance of carrying out �literacy-based� teaching,and cultivating students' comprehensive problem-solving ability.Problem-based teaching is widely used in high school chemistry teaching,which refers to the integration and refinement of teaching contents by taking �problems� as the clue in the teaching process;the transmission and communication of knowledge based on the interaction between teachers and students;the achievement of all-round development of subject thinking,subject quality and comprehensive ability with problem solving as the goal.As the subject of problem-based teaching activities,students' internal psychological cognitive state has much to do with the effect of problem-based teaching.Therefore,it's necessary to improve the cognitive state of learners for the implementation of problem-based teaching in high school chemistry.In this thesis,the theory of cognitive load is used to guide high school chemistry problem-based teaching,and optimize the cognitive state and psychological stress level of learners from a new perspective,then further realize the organic combination of cognitive psychology and chemistry teaching.In this thesis,the auther analyzes the research state of cognitive load theory and problem-based teaching in chemistry in recent years according to literature review;then sorts out the core viewpoints,theoretical basis,cognitive types,measurement methods and features of problem-based teaching of cognitive load theory.By issuing questionnaires to teachers and students,the current situation of high school chemistry teaching and the causes of students' cognitive load in chemistry learning are analyzed,so as to judge the factors that affect students' cognitive load.Based on the above investigation and research,the author puts forward some teaching monitoring strategies to reduce the internal and reduce the external cognitive load,then improve the relevant cognitive load on the basis of learners' characteristics,the nature of learning materials,the presentation of learning materials,as well as the form of teaching organization.The monitoring strategies of cognitive load are also applied to learners,teaching objectives,teaching strategies,teaching process etc.,the Ion Equilibrium in Aqueous Solutions is chosen as a case to make problem-based teaching design,and analyze the regulation on students' cognitive load of each teaching step,then evaluate the teaching design through combining the core literacy of chemistry subject and students' thinking ability.Theoretically,the author further analyzes how to optimize the cognitive load of high school students under the guidance of cognitive load theory to facilitate students to learn efficiently in a pleasant and relaxed environment in this thesis.At the same time,the author carries out corresponding teaching practice,according to the students' selfrating scale of cognitive load and the feedback towards their academic performance,then analyzes the current situation of learners' cognitive load in the teaching process from the perspective of evidence reasoning.Based on the above theoretical research and practical research,the author finds that the high school chemistry problem-based teaching based on cognitive load theory can effectively improve students' psychological burden and cognitive burden,improve learning efficiency,and promote the development of problem-based teaching in a new way of thinking and perspective.