Yong Jiang; Limei Zhang; Ruirui Luo

doi:10.70711/neet.v4i6.9517

Research on the Teaching Reform of the "Teacher Professional Ethics" Course From the Perspective of Cognitive Load Theory

Yong Jiang, Limei Zhang, Ruirui Luo

Abstract

The"Teacher Professional Ethics"course serves as an essential platform for the cultivation of teachers' professional ethics among
students majoring in education. Currently, this course often suffers from problems such as excessive content, cognitive overload, and disconnection between knowledge and action. Based on the cognitive load theory as the analytical framework, this paper diagnoses the current
imbalance of cognitive load in this course and proposes to enhance learning efficiency by regulating three types of cognitive loads: internal,
external, and related. It suggests reform paths in five aspects: content reorganization, teaching design, activity optimization, evaluation reform, and technology empowerment. This aims to reduce ineffective loads and optimize effective loads, promoting the course teaching from
"knowledge memorization" to "value internalization and behavioral consciousness", and improving the effectiveness of education.

Keywords

"Teacher Professional Ethics" course; Teaching Reform; Cognitive Load Theory

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References

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DOI: http://dx.doi.org/10.70711/neet.v4i6.9517

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