A teaching model combined with cognitive psychology on students with attention deficit

Abstract

Background

In the current mode of higher education, students’ attention in class is generally flawed, which seriously affects teaching order and efficiency, and brings many troubles to students’ learning and teachers’ teaching. The aim of this study is to optimize the impact of attention deficit on students’ development by combining a teaching model in universities based on cognitive psychology.

Subjects and Methods

The study selected 2000 college students from three universities in a certain city as the experimental subjects. They were randomly divided into an experimental group and a control group based on the number of people. The experimental group adopted a teaching model combining cognitive psychology, while the control group adopted a traditional teaching model. The experimental duration was one semester. Conners Rating Scales was used to evaluate the attention deficit disorder of all students, and SPSS23.0 software was used to statistically analyze the results.

Results

The research results indicate that the experimental group of students showed significant improvements in class attention, learning status, and satisfaction with efficient teaching, with a 25% increase in classroom learning efficiency.

Conclusions

The statistical research results indicate that the college teaching model combined with cognitive psychology has a significant effect on improving students’ attention deficit, providing new ideas for efficient classroom teaching models. It is recommended that universities strengthen the application of cognitive psychology in student teaching management.