基于认知负荷理论的高中地理海洋权益意识单元设计研究——以“海洋权益与我国海洋发展战略”为例
Research on the Design of High School Geographic Ocean Rights Awareness Unit Based on Cognitive Load Theory—Taking “Marine Rights and China’s Marine Development Strategy” as an Example

我国明确了海洋强国战略地位，让学生了解海洋，提高海洋意识，有利于保护我们的海洋，如何保护海洋，根本在于培育海洋意识。培育青少年海洋意识的基本途径在于教育教学，而高中地理海洋板块的知识点有着多、杂以及难度较高的特点，大单元教学能改变教学内容的模板化、孤立化等问题，但也会存在干扰要素多等问题，因此本文在分析认知负荷理论的核心内容和大单元教学特性的基础上，探究如何提高学生的海洋意识。
China has clearly defined its strategic position as a maritime power, allowing students to understand the ocean and enhance their awareness of the ocean, which is beneficial for protecting our oceans. How to protect the ocean fundamentally depends on cultivating ocean awareness. The basic way to cultivate young people’s awareness of the ocean lies in education and teaching, and the knowledge points of high school geography ocean section have the characteristics of being numerous, diverse, and difficult. Large unit teaching can change the template and isolation of teaching content, but there may also be problems such as multiple interfering elements. Therefore, based on the analysis of the core content of cognitive load theory and the characteristics of large unit teaching, this article explores how to improve students' awareness of the ocean.