Design and Application of Organic Chemistry Experiment Teaching Based on Cognitive Load Theory
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Xinsheng Lu, Hailing Zhang
Since Its Birth, Cognitive Load Has Had a Profound Impact on Education. Due to the “Experimental” Nature of Chemistry Education Itself, It is Easy for Learners to Have a Higher Cognitive Load Level during Learning, Thus Affecting Our Teaching Effect. in the Process of Organizing Chemistry Experiment Teaching, We Should First Fully Consider Each Learner's Pre-Knowledge Level and Structure Related to the Experiment. This Will Help Us to Fully Understand and Control the Cognitive Load Generated by Students in the Process of Chemical Experiment Teaching from a Macro Perspective to a Great Extent, So as Not to Affect the Effect of Experiment Teaching Due to Excessive Load. Secondly, Students Should Be Familiar with the Environment That Will Participate in Experimental Learning Before the Experiment through Pre-Study and Field Visits, So as to Minimize the Excessive External Load Cognition Brought to Them by the Complex Experimental Environment. That is to Say, At the Beginning of the Experiment, the Students Should Pay Attention to the Experimental Content Itself, Not Other Things. through the Design of the Integrated Experimental Manual and the Computer Simulation of the Pre-Experiment, We Can Help Students to Minimize the Internal Cognitive Load Related to Theoretical Knowledge during the Experiment, and Truly Realize the Purpose of Testing and Developing Theoretical Knowledge through Experiments.
Cognitive Load; Chemical Experiments; Teaching Design; Application Research