The Application Research On The Cognitive Load Theory Used In The Information Technology Course In University

Currently, the teaching of computer information technology courses in universities hasbeen more and more popular. With the development of the times, what comes into being is avariety of new and innovative teaching models. In theory, the scientific teaching methodsand models have the function to inspire students'potential to understand and learn moreefficiently, provided that this teaching model must be consistent with the cognitive rules ofstudents and be able to improve the efficiency of students'learning. The best designedmultimedia teaching mode or program will never play its full role in college teaching ofinformation technology unless we take the final learning results and learning process in thecognitive load conditions into consideration.So, in the process of university information technology course, what should we do toimprove learning efficiency by innovating teaching model to balance the intrinsic cognitiveload, extraneous cognitive load and the rational allocation of cognitive load? I believe that:only if we can balance the affects of various factors and distribute the allocation of cognitiveresources and attention of students reasonably in the process of teaching, can we improveteaching efficiency and obtain better results. And this is the focus of this study.This research carries cognitive load theory, dual-channel theory, constructivist teachingtheory into the instruction design of information technology in university. We will start fromthe inhibition mechanism of learning with schema theory for basis to inquiry the reason whylearning will be hindered and propose learning problems which should be avoided. At thesame time, setting out from the view of cognition resource allocation and based on thelimited capacity of working memory and unlimited interaction between long-term memoryfor information technology teaching and learning materials designed to mention my ownpoint of view. With the guidance of the knowledge which mentioned in last paragraph, Idraw lessons from Zhang Jianping, Gongde Ying, Tang Jianlan and others'applied researchmethods and results and carried out a series of teaching experiments and statisticalresearches In Handan College and Hebei University of Engineering which was a good try and explore some effective teaching methods for improving teaching effectiveness andstudent learning efficiency on university information technology.We prove that the sample and the overview of the rational use can play an active role inthe teaching of information technology. Meanwhile, a number of factors which affect theinformation received have been analyzed such as complete and incomplete sample selection,the presentation form of the multimedia information, the attitude of teachers and students ofpsychological factors and so on. We also make a comparative analysis about the role of thechanges in these factors of information technology education in actual teaching and theresults of previous studies. Interviews and questionnaires researching methods have alsobeen used in the study and the data were processed by using spss13.0.The final conclusionsare as follows:Overview reduces the intrinsic cognitive load of students; integral sample reduces therational allocation cognitive load of students; the effects on student learning had nosignificant effect whether the teacher who are responsible for the experiment are counselingtheory class or not. However, the encouragement of teachers to students and timely help canhave a positive role in promoting students learning efficiency.