Strategies Of Reading The Whole Book Of From The Soil-The Foundations Of Chinese Society From The Perspective Of Cognitive Load

Cognitive load theory,is research in the field of educational psychology,which can improve the learning efficiency for learners and optimize teaching design for teachers.This theory thinks that cognitive resources would be used in all cognitive activities in the process of learning.As for a learner,if the cognitive resources are actually involved more than the total amount of it,the learners will be in overload,that will have a negative impact on learning.Cognitive load mainly includes three types: intrinsic cognitive load caused by conflict between the difficult learning materials and the learner individual characteristics;the extraneous cognitive load generated from the impact of unreasonable teaching design;the germane cognitive load associated with schema construction and automation in learning process.Among these three types,only the germane cognitive load is helpful to promote learning.Therefore,in the process of teaching practice,regulating the intrinsic cognitive load,reducing the extraneous cognitive load,and increasing the germane cognitive load will help inspire teachers to deal with the complex relationship between teaching and learning.It is a new attempt to integrate the cognitive load theory into the reading teaching process of the Whole Book Reading of From the Soil-The Foundations of Chinese Society.From the perspective of cognitive load theory,this research selects the sociological work From the Soil-The Foundations of Chinese Society as the main research object,combined with the research on the Whole Book Reading teaching in high school,and proposes some teaching in the process of reading the whole book From the Soil-The Foundations of Chinese Society strategies to reduce the learning burden of students and the pressure of teachers’ teaching,improve the effectiveness of the reading teaching of the Whole Book Reading of From the Soil-The Foundations of Chinese Society,so that students can improve the knowledge structure at this stage,enrich their knowledge and experience,and complete the learning objectives of the "whole book reading and discussion".Overseeing the book From the Soil-The Foundations of Chinese Society from cognitive load theory,it is necessary to consider the personal characteristics while using the teaching and reading strategies.we should propose relative strategies from two aspects after fully considered its influence factors,which are low the material difficult and optimize teaching designs.In terms of eliminating the difficulty of learning materials,from the perspective of guiding students to read,this study divides the reading guidance of From the Soil-The Foundations of Chinese Society into reading planning stage,reading initial stage,and reading precipitation stage.According to the characteristics of each stage,the following guidance is proposed Strategies: test students’ prior knowledge and experience,divide study groups,eliminate the unfamiliarity of learning materials,stimulate students’ reading interest,quantitatively manage reading,annotated reading,intensive reading,and critical thinking reading.In terms of optimizing teaching design,this research proposes the following strategies from the perspective of optimizing teachers’ classroom teaching: integrating learning materials to reduce learning difficulty;using mind maps to clarify the content of the text;conducting sub-total questioning to relieve psychological pressure;Arouse the existing schemas and enrich the reading experience;provide sample learning to promote knowledge transfer;optimize teaching methods and improve teaching efficiency.