The Status Survey And Countermeasures Of Students' Cognitive Load In Senior English Classroom Teaching

With the continuous promotion of new curriculum standards and further requirements for the development of English in the college entrance examination,the knowledge points and topics covered by high school English have become more abundant,and the overall situation has changed steadily,and new trends have been sought.For high school students,English learning after the expansion of knowledge points has undoubtedly caused an increase in the learning burden and teaching pressure.Cognitive load theory,as the basis of this research can not only scientifically explain the relationship between learning memory,cognitive level and learning burden,but also explain how cognitive resources are distributed in the process of students acquiring complex knowledge.The study of this theory has a positive effect on improving teaching efficiency.Therefore,based on the theory of cognitive load,this paper discusses the influence and deficiency of English classroom teaching at the present stage,and provides necessary reference for further optimization of teaching design and improvement of classroom teaching efficiency.This paper first expounds the research on cognitive load theory at home and abroad,analyzes the differences in cognitive load research at home and abroad,and expounds the related concepts,theories,and classification of cognitive load involved in the research.Secondly,with the aim of high school students and high school students,three different cognitive negative States and differences in different grades were investigated by means of questionnaire.After collecting and collating the survey data,it was found that the internal cognitive load and external cognitive load generated by the students in the English classroom were relatively low,and the related cognitive load showed a high level.Therefore,The cognitive load of lower grade students is better than that of upper grade students.Through the data analysis of senior high school students,it can be found that due to the increase in the number of knowledge points in senior high school English and the tension in the teaching process,the students 'external cognitive load is high,and the multimedia material used by teachers in the course of teaching is faster.Affected thestudents 'acceptance efficiency.In addition,through interviews with teachers,we understand the different views of teachers on the design of English classroom teaching at this stage.From the perspective of teachers,we analyze the influence factors of cognitive load on students 'knowledge acceptance.In particular,this paper analyzes the problems existing in teacher preparation,content selection,knowledge point explanation and classroom activities.Finally,according to the research conclusion of this topic,the author puts forward the corresponding suggestions from the aspects of teaching content presentation,teaching language and managing students 'subject emotions.Through the research,the subject starts from the aspect of cognitive load classification,and it is concluded that the senior students in the inner cognitive load and external cognitive load show a high level,and the related cognitive load is higher in the lower grades.In the course of classroom teaching,teachers should take relevant measures to mobilize students 'learning emotions in the classroom,and combine effective teaching methods such as examples,models and schemata to help students establish a scientific knowledge structure.In the process of learning new knowledge,the level of relevant cognitive load is continuously raised.