Research On The Application Strategy Of Geography Image In High School Geography Teaching From The Perspective Of Cognitive Load Theory

The advent of the era of reading pictures,the new requirements for the application of geographical images in the reform of geography curriculum and the complexity of geography teaching reflect the importance of geographical images for geography teaching.From the perspective of cognitive load theory,this paper studies the application strategy of geographic image in high school geography classroom,aiming at solving the problems existing in the application of geographic image in high school geography teaching,providing good teaching strategies for high school geography teachers,giving full play to the greatest advantages of geographic image in assisting geography teaching,reducing students’ cognitive load and improving students’ learning effect.This paper mainly adopts comparative analysis,questionnaire survey,classroom observation and experimental method.Among them,the comparative analysis method compares and analyzes the existing geographical images in the old and new textbooks of the Peoples’ Education Press from the perspective of cognitive load theory,which is used as an important basis for proposing teaching strategies.The questionnaire survey mainly understands the picture reading situation of high school students,and analyzes the cognitive load problems faced by students from the perspective of cognitive load theory.Classroom observation mainly understands the application of images by teachers in high school geography classroom;the experiment mainly tests the influence of geographical images on students’ understanding of learning materials,and analyzes the experimental results from the perspective of cognitive load theory,which provides the basis for the proposal of teaching strategies.The results show that:(1)The geographical image in the new textbook is better,closely related to the text system,and the natural geography part has more images;(2)Geographical images do not necessarily promote students’ understanding and memory of geographical knowledge;(3)When learning materials are more abstract and complex,the application of unreasonable geographical images may hinder students ’ understanding of learning materials,and only the combination of text materials and reasonable geographical images is most conducive to students’ understanding and memory of learning materials;(4)When the difficulty of learning materials is low,no matter whether the geographical image is presented or not,it does not affect students’ understanding of learning materials.According to the above conclusions,and based on the relevant content of cognitive load theory,this paper puts forward the application strategy of geographical images in high school geography teaching,and designs specific teaching processes and cases based on the strategy.