A Study on Teachers’ Cognitive Structure and Optimization of Teaching Strategies Under the Transformation of Educational Informatization
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Abstract
Educational informatization is reshaping the teaching ecosystem by embedding artificial intelligence, big data, and networked communication technologies into instructional scenarios. For technology-rich and engineering-oriented education, including courses supported by sensing systems, wireless networks, and electromagnetic communication infrastructure, teachers’ cognitive adaptation directly affects the effective integration of digital tools. Based on cognitive load theory, constructivism, and technology integration theory, this study examines how educational informatization transforms teachers’ cognitive structure and teaching strategies. The analysis shows that technology embedding reorganizes teachers’ knowledge systems, data-supported feedback reshapes reflective c ognition, and collaborative digital platforms promote cognitive flexibility. Artificial intelligence further changes professional judgment by shifting instructional decision-making from experience-based intuition toward data-supported reasoning. The study clarifies the internal mechanism linking cognitive structure, instructional decision-making, cognitive load management, and teaching-effectiveness improvement. It also proposes optimization strategies for informatized instructional design, technology-integrated classroom behavior, and the coordinated development of digital literacy and professional teaching competence. The findings provide theoretical reference and practical guidance for teacher professional development and digital teaching-quality improvement.
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