认知负荷理论认为:人在进行认知活动时,注意的资源是有限的。因此,在一节课中如果有大量的认知资源需要学生吸收,那么有的学生将会通道堵塞而影响学习。要使学生资源通道通畅,我们可以有以下几种做法:一、增加学生头脑中的图式结构图式理论的思想是指认知结构,图式可以是学习过的任何知识结构或所学信息组成的任何知识结构。一个图式可以储存大量信息,并且图式可以从长时记忆提取 Cognitive load theory that: people in the cognitive activities, pay attention to resources is limited. Therefore, in a class if there is a large amount of cognitive resources that students need to absorb, then some students will block the channel and affect learning. To make students access to resources smooth, we can have the following practices: First, to increase the schemata in the minds of students Schematic theory of thinking refers to the cognitive structure, schemas can be learned any knowledge structure or information Composition of any knowledge structure. A schema can store a lot of information, and schema can be extracted from long-term memory