Study On Teaching Design Of Classical Chinese In Senior High School Based On Cognitive Load

Innovative teaching has become an essential factor to improve and cultivate students' chinese core literacy.In order to improve autonomous learning,inquiry ability and group cooperation,teaching activities are designed according to students' personality characteristics.By increasing the relevant cognitive load,reducing the internal cognitive load,reducing the external cognitive load to reduce the psychological pressure of students.There are many problems in classical chinese teaching in senior high school.Classical chinese is more obscure and difficult to understand,teaching according to the rules,classroom atmosphere silent boring.Students' interest in learning is insufficient and enthusiasm is low.Therefore,through some concepts of cognitive load,this paper skillfully combines it with senior high school language and literature to explore the cognitive load in the effects and problems of the classroom teaching in high school are combined and the teaching design is carried out.The main content of the thesis includes five parts:the first part explains the background of the research topic and the content,purpose,significance and method of the research.The second part defines the related concepts such as load and cognitive load,and explains the theoretical basis of the related concepts in detail.The third part analyzes the present situation and problems of the teaching of classical chinese in senior high school by means of basic test of classical chinese knowledge,questionnaire survey and interview.The fourth part designs the selected topics to further verify the cognitive load in classical chinese teaching in senior high school effect,the teaching effect of the interview investigation and teaching summary reflection.The fifth part summarizes,reflects and looks forward to the article.According to the result of the author's research,it is necessary to improve and perfect the teaching of chinese language in senior high school.Cognitive load load in classical chinese teaching can enhance students' interest in learning and mobilize students' autonomous learning ability.However,due to the lack of teaching experience and short gap,cognitive load in classical chinese teaching needs further study.There is no end to learning,and exploration and innovation never stop.