Author(s)

Bi Xu, Dan Wu

Corresponding Author

Bi Xu

Abstract

In the process of education informatization, micro-lectures are widely used in various online and offline courses. But research finds that teachers have problems such as improper selection of knowledge points when designing micro-lectures, content design of micro-learns that do not conform to the principles of instructional design, and learners’ cognitive rules .This study takes high school physics as an example, and proposes a micro-lecture design strategy based on cognitive load theory, and combines specific knowledge points to explain how to design a reasonable micro-lecture based on cognitive load theory, so as to stimulate learners’ interest and help students learn, improve the efficiency of autonomous learning, with a view to providing teachers with operable strategies for the design of micro-lecture content.

Keywords

Cognitive load theory; Micro-Lectures; High school physics