An Effective Teaching Research About High School Chemistry Based On The Cognitive Load Theory

In this paper, based on the cognitive load theory, cognitive load questionnaire and interview analysis of three kinds of chemistry knowledge platform, a preliminary exploration of cognitive influencing factors about high school chemistry, and try to construct the teaching strategy to the above three kinds of chemistry knowledge. According to this idea, the content of each chapter is arranged as follows:Chapter one.Introduction.First the origin of the study and its significance,then in the analysis of a lots of the existing literature finding out the direction of this study.Chapter two. Introduction to cognitive load theory(abbreviated as CLT).Introduction of the three members theory about the CLT, the types,characterization,theoretical foundation on the cognitive load. A analysis of three kinds of cognitive load based on the detailed chemistry example. In the end the fundamental to cognitive load measurement from the evaluation dimensions is illustrated, also the common scale is introduced, laying the foundation of questionnaire design.Chapter three The plan of the study.Research process of the paper introduces detailedly the research content and the carrier,the questionnaire of compiling principles, questionnaire compiling method and idea, the reliability and validity of the questionnaire, at the same time details of research ideas is also made to clarify.Chapter four.The influence factors of the cognitive load research.This part is the empirical study part, first analyzed the questionnaire data is obtained, school, gender and class factors for students in learning chemistry at ordinary times difference analysis have been done for the three kinds of load,at the same time, combining the result of the difference s of the specific content of the high school chemistry made a reasonableexplanation.Chapter five.Three types of high school chemistry knowledge teaching strategy research.This part briefly lists the distribution of the specific knowledge of the three types, and the theoretical knowledge, factual knowledge and skilled knowledge characteristics in high school chemistry is analyzed, the concept of the teaching strategy and teaching design is also elaborated. Representative selection of three types of knowledge,based on the analysis of student work completion and the interview to construct the teaching strategy and teaching design.Chapter six.The conclusion and reflection.This part summarizes the based on the questionnaire survey and interview survey of three types of knowledge, the research results, finally, the deficiency of this paper made a supplement.