The Multi-sensory Teaching Model Of High School Chemistry Is Constructed Based On Cognitive Load Theory

In the context of the new curriculum reform,the view of curriculum,students,knowledge,learning and teachers have all changed.The new concept advocates a "human-centered" curriculum and the development of students’ core academic literacy.However,there is currently a lack of student-centered teaching models in secondary schools that promote students’ effective learning.In the context of the new curriculum reform,this study has understood the mechanisms related to multisensory teaching,identified the basic teaching principles,and summarized the teaching strategies in the context of the new curriculum reform.This study has constructed a multisensory teaching model under cognitive load theory,designed teaching cases and conducted practical research.This paper includes two main research questions,one is to understand the feasibility and effectiveness of multisensory teaching model in high school chemistry under the cognitive load theory,and the other is to understand the cognitive load brought by different multisensory teaching to students and its effect on students’ learning.Focusing on these two questions,from the literature,this study has compared the current status of domestic and international research on "cognitive load theory" and "multisensory teaching",understood the mechanisms involved in multisensory instruction based on Cognitive Load Theory,Executive-Process Interactive Control,Embodied Cognition Theory,Knowledge Processing Theory and Multisensory Theory,and clarified the definition,connotation and characteristics of the teaching model.From a theoretical perspective,based on the guiding ideology of "human-centered",the principles of authentic context penetration,rising from perceptual to rational,consistency of multisensory experience,avoiding distraction,and avoiding redundancy have been firmly established and the teaching strategies of multisensory synergy,problem solving,and task-driven have been summarized.This study has constructed a multisensory instructional model under the cognitive load theory.From a empirical perspective,in this study,three parallel classes in the senior class of a public high school in Chongqing were selected as the subjects,and the multisensory teaching case under cognitive load theory(experimental class 1),the massive multisensory teaching case(experimental class 2)and the traditional teaching case(control class)were implemented for a week.This study used the WP scale,a cognitive load scale,the "Chemical Reactions and Energy Changes" test paper and post-class teacher interviews as research tools,and a combination of literature research method,paper and pencil test,quasi-experimenytal design,mathematical statistics and interview method to analyze the results qualitatively and quantitatively.A one-way analysis of variance(ANOVA)of the educational quasi-experimental data revealed that in terms of students’ cognitive load,from low to high,experimental class 1,control class,and experimental class 2;and in terms of test paper scores,from high to low,experimental class 1,control class,and experimental class 2.This suggests that more multisensory teaching activities are not the more the better,with positive and negative effects.The multisensory teaching model under the cognitive load theory can effectively reduce the cognitive load of students by fully considering the cognitive load effect in teaching.Teaching with a large number of multisensory activities is prone to redundancy of multisensory activities,which in turn increases the cognitive load of students and leads to a decrease in learning effectiveness.The multisensory teaching model under cognitive load theory has proved its validity and reliability in empirical studies and has been recognized by frontline teachers.Ultimately,the multisensory teaching model under the cognitive load theory constructed in this study is conducive to reducing students’ cognitive load and improving learning efficiency,which can be used by front-line teachers for reference and enriching chemistry teaching theory to a certain extent.