Open AccessExplore the Reform and Practice of College English Flipped Classroom Teaching Model from the Perspective of Cognitive Load Theory
Author(s) -
Chunying Zhu
Publication year - 2019
Publication title -
advances in higher education
Language(s) - English
Resource type - Journals
ISSN - 2424-8428
DOI - 10.18686/ahe.v3i2.1449
Subject(s) - perspective (graphical) , the internet , cognition , flipped classroom , cognitive load , process (computing) , mathematics education , field (mathematics) , psychology , pedagogy , sociology , computer science , mathematics , artificial intelligence , neuroscience , world wide web , pure mathematics , operating system
With the development of the Internet increasingly mature, people’s social life all aspects are affected greatly, especially for the field of education, which is supported by information technology of the Internet. It began to create a new teaching mode, and one of the most representative is to flip the classroom teaching model. This model is the new teaching ideas and practice in the process of education reform, which is now widely used in college English classroom teaching. From the perspective of cognitive load theory, this paper explores the problems encountered in the reform and practice of college English flipped classroom teaching model from the perspectives of correlated cognitive load, external cognitive load and internal cognitive load.