Experimental Research On The Design Of General Gymnastics Teaching Process Of Physical Education Majors Based On Cognitive Load Theory

As a new concept of education,cognitive load theory has developed rapidly in China's education industry.The theory believes that any instructional design will produce three kinds of cognitive load,and that cognitive load is additive and there is a relationship of "one declining and the other increasing".This theory is proposed to "reducing burdens and increasing efficiency" and optimizing teaching effects.At present,the general teaching process of gymnastics for physical education majors in China is still based on conventional teaching.It is easy to ignore the dominant status of students in the teaching process,and lack recognition of students.The consideration of the perspective of knowledge has led to the current situation of teachers' teaching tired and students learning more tired,with little effect.Therefore,this research introduces the cognitive load theory into the design of the general gymnastics teaching process,and explores the cognitive load from the cognitive psychological level.The specific application of theoretical teaching strategies in the general gymnastics teaching process is expected to effectively improve the effect of general gymnastics teaching,while enriching gymnastics teaching theories and providing practical basis.This research adopts literature method,expert interview method,questionnaire survey method,teaching experiment method,mathematical statistics method,and logical analysis method.By discussing the basic principles of general gymnastics teaching design under cognitive load theory,it proposes teaching content and teaching activities.The 8teaching strategies designed are designed to combine the principles of cognitive load to design the teaching process of gymnastic skills.Finally,use software such as SPSS to process student skills and the results of the Paas scale.The research conclusions are as follows:1.Based on the cognitive load theory to explore the basic principles of the design of the general gymnastics teaching process,at the same time,8 teaching strategies are proposed for the teaching content and teaching activity design,namely,integration strategy,sample strategy,multi-channel strategy,gradient presentation strategy,self Explain strategies,verbal motivation strategies,positive context strategies,and diverse materials strategies.The detailed usage of each strategy is explained in detail with theoretical speculation,experience summary and case analysis.2.The survey results show that the intrinsic cognitive load of students in the general gymnastics teaching process of physical education majors of 2018 and 2019 is significantly higher than the external cognitive load and related cognitive load(p<0.01).Among them,the intrinsic cognitive load is the highest.The associated cognitive load is the lowest.3.The experimental results show that the skill performance of the experimental group is significantly higher than that of the control group(p<0.05).It is confirmed that the general gymnastics teaching process design under the cognitive load theory can effectively improve student performance compared with conventional teaching.4.The experimental results show that the psychological effort of the students in the experimental group is significantly lower than that in the control group(p<0.01).It is confirmed that the general gymnastics teaching process design under the cognitive load theory can quickly establish the cognitive structure of the students compared with the traditional teaching.Through the guidance of teachers in the learning process,students can make the best psychological effort to get the best learning effect.5.The experimental results show that the self-rated technical difficulty of the experimental group is significantly lower than that of the control group(p<0.01).It is confirmed that the general gymnastics teaching process design under the cognitive load theory can optimize and rationally organize the information structure of technical movements compared with traditional teaching.Thereby reducing the external cognitive load,regulating the internal cognitive load,increasing students' enthusiasm and self-confidence,and promoting students to enter deep and meaningful learning.