APPLICATION AND RESEARCH OF MICRO-VIDEO TEACHING RESOURCES BASED ON COGNITIVE LOAD THEORY IN COLLEGE ENGLISH CLASSROOM

The construction of teaching resources has always been the focus of attention. In the construction of all teaching resources, video teaching resources play an important role with its outstanding advantages. It is pointed out in the goals of education normalization in 2016 that the combination of The Internet and education should be further promoted, and the training and typical demonstration of education normalization should be intensified. With the arrival of the age of information “miniaturization”, micro-video as the main knowledge carrier and presentation learning platform exerts a vital influence on the teaching of knowledge, demonstration skills, demonstration training and other aspects. Micro-video is gradually promoted and applied in the field of education. Micro-video as a teaching research has become a hot topic. Based on some advantages of micro-video, it can be seen that it has a good fit with the field of education and teaching. How to design more complete, richer and higher quality teaching resources is expected by both students and teachers. Cognitive load theory explores the relationship between working memory and long-term memory and its impact on complex learning and problem solving, providing a new theoretical framework for teaching research. Its research results mainly focus on promoting learners’ learning from learning materials, learning content presentation and other aspects. Therefore, by using cognitive load theory to investigate English classroom teaching and integrating teaching resources, problems in classroom teaching can be found and the causes of problems can be explored, so as to improve classroom teaching. Cognitive load is an important factor affecting complex learning. It can be divided into three types: internal cognitive load, external cognitive load and associated cognitive load. These three types of loads can be accumulated, and total overload will bring difficulties to learning and problem solving. Under the background of the vigorous development of micro-video teaching resources and the guidance of cognitive load theory, this paper will carry out research on how to scientifically use micro-video resources, effectively regulate students’ cognitive load in learning, and scientifically design college English classes. Besides, the importance of micro-video application and principles of application will also be explored in the paper.

Keywords: Micro-video, Cognitive load theory, Class design