| The advent of the Internet information era provides the technical basis and social demand for the promotion and popularization of online teaching,making online teaching an important supplementary part of traditional teaching,and the rapid development of online teaching has significant and far-reaching implications for the research direction of education theory.In this background,the adoption of online teaching in physical education has also become inevitable.The special characteristics of online teaching in physical education have prompted educators to try to introduce new theories for instructional design in order to improve teaching quality.In recent years,cognitive load theory has become one of the most influential theoretical frameworks in educational psychology,and some instructional design fields have widely used cognitive load theory as a theoretical framework.It provides a highly effective approach to learning and instructional design based on the correlation between long-term memory and working memory functions by conceptualizing human information processing systems and processes.Therefore,introducing cognitive load theory into physical education allows teachers to better grasp students’ learning states,enhance students’ cognitive load management,lay the theoretical foundation for creating efficient teaching methods,and provide a reference for and contribute to the development of online physical education nationwide.In this paper,we investigate the current situation of students’ cognitive load in the process of online teaching of aerobics in colleges and universities and analyze its influencing factors,put forward the research hypothesis that each factor interacts and influences each other,use exploratory factor analysis and validation factor analysis to verify whether the hypothesis is valid,and propose cognitive load regulation strategies accordingly.It is hypothesized that these strategies can promote individual cognitive development and improve the effectiveness of online aerobics teaching in the process of online teaching.By analyzing the characteristics of online teaching environment and teaching objects,the online aerobics teaching process was designed under the guidance of cognitive load theory,and the teaching practice was carried out through quasi-experiments.Conclusions:(1)The distribution of students’ cognitive load levels in online aerobics teaching is uneven,among which internal and external cognitive load are relatively high and relevant cognitive load is relatively low;(2)Based on the online aerobics teaching content and teaching process design,nine teaching strategies are proposed to optimize the control of cognitive load and enhance the learning effect,namely situational strategy,element separation strategy,block strategy,sample strategy,collaborative interaction strategy,and positive reinforcement strategy,(2)the students in the experimental class had lower extrinsic cognitive load and higher relevant cognitive load than the control class,and their aerobics skill scores were better than the control class.This indicates that the teaching strategies based on cognitive load theory can effectively regulate students’ cognitive load level and improve their aerobics skill performance.(4)Cognitive load exists in all stages of the learning process and affects learners’ information reception,sensory memory,working memory,and long-term memory.Strengthening cognitive load management is conducive to better identification and attention,processing and storage,encoding and extraction of information.Suggestions: teachers should pay attention to students’ cognitive load levels,adjust their teaching methods and means,stimulate students’ desire to learn,and make reasonable allocation of limited cognitive resources to optimize learning and improve efficiency;cognitive load theory should be infiltrated into university physical education teaching in general colleges and universities to cultivate new-age talents with innovative spirit,independent thinking and comprehensive development. |
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