Research On The Application Of Problem Teaching Based On Cognitive Load Theory In High School Chemistry Teaching

Chemistry is a discipline with its own characteristics.In the process of chemistry learning,students have situations where abstraction is difficult to understand and chemical performance is difficult to improve.The 2017 edition of the curriculum standard clearly puts forward the view that for teachers,the goal of teaching is to improve the core literacy of students.These modifications further increase the requirements for the teaching of chemistry.Therefore,how to cultivate students’ core literacy while improving chemistry performance has become a key issue for chemistry teachers.Chemistry teachers often use problem-based pedagogy in teaching.Students have learning disabilities in the process of learning chemistry,and the obstacles mainly come from the students themselves and external interference.Both of these reasons have an impact on learning outcomes by influencing students’ cognitive load.Therefore,this paper discusses the application of the theory of cognitive load to problem-based pedagogy.In the design and presentation of teaching questions,make the questions conform to the students’ cognitive load level.In the teaching process,choose the appropriate teaching method,provide suitable learning materials for students,reduce the external interference caused by learning materials,and increase the relevant cognitive load existing in the learning process,so that the learning effect of students can be improved.TThe main research process of this paper is: reading the literature,consulting relevant materials,reviewing the research status and theoretical basis of cognitive load theory and problem-based teaching method,explaining the feasibility of problem-based teaching based on cognitive load,designing the teaching process of problem-based teaching method based on cognitive load theory,and expounding the teaching principle of problem-based teaching method based on cognitive load theory.Two classes of the second year of high school in a middle school were selected for teaching practice research.Three representative teaching cases were selected to be presented in the paper,and the practical teaching effect of this teaching mode was analyzed by analyzing the final grades of the experimental class and the control class.The results show that the problem-based teaching method based on cognitive load theory can narrow the two-level differentiation of class chemistry grades,and can improve students’ core literacy in chemistry to a certain extent.In the teaching classroom using this teaching mode,the students’ enthusiasm for learning is better,and the teaching quality can be improved to a certain extent.