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

The new curriculum standards for geography clearly point out that ‘emphasis on problem-based teaching ’,emphasizing student-oriented,cultivating students ’ comprehensive problem-solving ability and improving students ’ comprehensive quality in problem exploration,but there are still some problems that plague students ’ learning effectiveness.As a guiding theory for students ’ psychological cognitive state and reducing the psychological pressure and academic burden of learning,cognitive load theory can help teachers guide and optimize problem-based teaching design from the perspective of students ’ cognitive development,which is of great significance for cultivating students ’ problem-solving ability,comprehensive thinking development and improving teaching effectiveness.In view of the current research on the application of cognitive load theory to high school geography problem-based teaching,there is still a large space for improvement.Based on the theory of cognitive load theory,the research will carry out a questionnaire survey on the current status of students ’ cognitive load and the application status of problem-based teaching,explore the existing problems,and combine the results of literature research.The design principles and application strategies of cognitive load theory in high school geography problem-based teaching are discussed,and the application results are analyzed with the help of specific teaching cases,in order to provide practical reference for geography educators to guide geography problem-based teaching based on cognitive load theory.The research investigates the current situation of students ’ cognitive load in geography learning and the application status of high school geography problem-based teaching.The main problems are as follows : First,the overall cognitive load level of students is high,indicating that there are still some improper teaching designs in the process of geography problem-based learning.Obstacles to students ’ learning,such as improper presentation of problem materials,complex and difficult problem design,emphasis on questions over analysis,and improper control of teaching rhythm,redundant information interferes with students ’ learning attention,consumes a lot of cognitive processing resources,resulting in higher learning pressure and cognitive load.Second,from the ideology,teachers and students affirmed the unique advantages of problem-based teaching in cultivating problems solving ability and improving the core literacy of students’ comprehensive thinking.Third,most teachers have a shallow understanding of the cognitive load theory based on students ’ cognitive level,so they do not know much about the 12 teaching effects of the cognitive load theory,and it is difficult to effectively guide the actual teaching.Therefore,in the implementation process of geography problem-based teaching,there are some problems such as students ’ weak problem awareness and low efficiency of problem exploration.Based on the above problems,combined with the literature research results,under the guidance of cognitive load theory,this paper puts forward targeted problem-based teaching design principles and control strategies,summarizes the general process of cognitive load theory to guide teaching,and provides certain reference significance for specific teaching case design.Taking the chapter of " atmospheric movement " as an example,this study designs relevant teaching examples,and formulates pre-measurement tables and post-measurement tables for teaching empirical research,and carries out experimental research in an ordinary middle school in Nanning.The experimental control data show that the cognitive load level of the experimental class is lower than that of the control class;using the independent sample T test method to analyze the mid-term geography scores,the academic performance of the experimental class was significantly improved;from the perspective of classroom performance,the students in the experimental class have strong learning initiative and active classroom atmosphere,which indicates that geography problem-based teaching under the guidance of cognitive load theory can reduce students ’ learning pressure and cognitive burden,and promote teaching and learning.