A Study on English Grammar Micro-lesson Teaching Design based on Cognitive Load Theory

International Journal of Humanities and Social Science

© 2023 by SSRG - IJHSS Journal

Volume 10 Issue 4

Year of Publication : 2023

Authors : Peishan Jiang, Hongyuan Wang

10.14445/23942703/IJHSS-V10I4P111

How to Cite?

Peishan Jiang, Hongyuan Wang, "A Study on English Grammar Micro-lesson Teaching Design based on Cognitive Load Theory," SSRG International Journal of Humanities and Social Science, vol. 10,  no. 4, pp. 73-80, 2023. Crossref, https://doi.org/10.14445/23942703/IJHSS-V10I4P111

Abstract:

With the development of information technology, the micro-lesson has become a new teaching resource. As the fusion product of information technology and teaching, micro-lesson has injected fresh vitality into teaching with strong pertinence in a short time. Grammar is abstract, with many items to remember, so English grammar teaching seems dreary. Compared with traditional English grammar classes, micro-lessons can arouse students' attention and stimulate their interest in learning English grammar through short videos. Furthermore, using micro-lessons in the classroom is conducive to enriching the classroom content and activating the classroom atmosphere. Micro-lessons are widely used in teaching, but there are some problems in the design and production, such as insufficient teaching design, inadequate knowledge segmentation, and insufficient analysis of students' cognitive characteristics and learning needs. According to the cognitive load effect, this study puts forward the design principles of reducing intrinsic cognitive load, decreasing extraneous cognitive load and increasing germane cognitive load. An example is given to illustrate how to improve the quality and application effect of English grammar micro-lessons.

Keywords:

Micro-lesson, English grammar teaching, Cognitive load.

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