Study of Knowledge Internalization and Improving Ways of Theme-based Flipped Teaching Under the Perspective of Cognitive Load
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Zhang Tongguang, Gao Jianjun
The Study of Knowledge Internalization and Improving Ways of Theme-based Flipped Teaching Under the Perspective of Cognitive Load is discussed from the perspective of students’ knowledge cognition and it analyzes the process of students’ cognition on knowledge learning and knowledge internalization, besides, taking that process as the pointcut and taking the knowledge internalization as the fundamental to build professional thematic learning unit system, furthermore, on the basis of recognizing and mastering teaching knowledge internalization, build the thematic unit-typed flipped teaching improving ways and encourage students to find the rebuild their obtained information so that to promote the students to explore and study actively the problems to be solved, which turns the learning to one activity full of meaning and constructiveness in the process of problem discussion and solving.
Cognitive load, Theme-based, Flipped teaching, Knowledge internalization.