The Elementary School Language Teaching Research Based On Cognitive Load Theory

Primary school language education is the foundation of mother tongue education in ourcountry. Because of the cognitive characteristics of students, elementary school students inChinese learning process to take a lot of cognitive processing tasks. For students, it has a lot ofmaterial needs reading comprehension, there are a lot of content need memory, a large number ofcomplex knowledge requires multiple thinking and reasoning, primary school students showlearning difficulties and study of pressure. In the process of teaching, Teachers can lead studentsto avoid unnecessary cognitive load. The students’ cognitive overload will not only interfere withtheir learning efficiency and affect the students’ physical and mental health.The Australian psychologist Sweller (1988) proposed cognitive load theory, and the theoryis gradually developed into the modern the main frame theory of teaching the design. Doublecoding theory, schema theory, information processing theory and multimedia theory are thefoundation of the cognitive load theory, mainly from the perspective of the cognitive resourcesallocation to the learner’s cognitive load. Researcher of information processing theory proposed,that working memory capacity is limited and the time limit. When in the learning process, theprocessing information beyond the capacity of working memory or working memory work timeis too long; students can produce different degrees of cognitive load. Cognitive load is dividedinto three categories, including the cognitive load, inner cognitive load and related cognitive load.The cognitive load is caused by the material of the presentation and learning activities. Thecognitive load is task material within the complex degree and the pattern of learners from thelevel. Related cognitive load is learners construct or automation process schema of the cause,different from other two cognitive load, related cognitive load to learners’ learning.This research is through the integration of cognitive load and related theory; establish thecognitive load structure system and the information processing model. Research task one, basedon this model, the restriction of primary language learning of the main factors on cognitive loadanalysis and put forward the corresponding strategies, including the characteristic analysis andtask learner analysis of characteristics of the environment. Research task two, based on thismodel, the primary school language teaching aim, teaching content and teaching evaluation areanalyzed and put forward the countermeasures of cognitive load. Research task three, based onthis model, in the process of Chinese teaching, we study that the teaching goal, tasks,environment and teaching mode design strategy. This study is the core tasks, to restrict thelanguage in the process of teaching the cognitive load factors analysis, to strengthen the students’schemata construction and automation, adjust the students’ psychological invest men.