The Teaching Research On Optimizing The Learning Of Multi-representations Of Analytical Geometry Concepts

Ever since the 1980s, researching on multi-representations has become a hot topic in fields such as cognitive science, education technique and educational psychology, following the application of modern information technology in education. Themes of the research also gradually shift from the influence which multi-representations have on education in experimental environment, to the learning from multi-representations and learning with multi-representations in actual daily teaching and learning environment. How much can multi-representations influence mathematical concepts study? How do they influence the process and outcomes of the mathematical study? How to optimize the study of multi-representations through the instructional design? Whether it is effective in actual teaching to teach with multi-representations in mathematical study? These are issues requiring theoretical exploration and testing in practice.The thesis consists of theory research and positive research. Triangulation research method is adopted to verify reliability and validity of the research.In view of theory research, based on cognitive load theory, the thesis employs theory analysis that is main method supplemented by experience and case analysis, in order to probe into teaching strategies optimizing the learning of multi-representations of Analytical Geometry concepts. The teaching strategies are:⑴optimizing multi-representations strategy; spatial contiguity strategy;⑶temporal contiguity strategy;⑷c oherence strategy; double-channel strategy.In view of positive research, the thesis employs quasi-experiment that is main method supplemented by investigation, interview, case study and other research methods, in order to probe into the"actual"significance and value of teaching strategies optimizing the learning of multi-representations of Analytical Geometry concepts. The outcome of the experimental research shows: compared with ordinary teaching strategies, teaching strategies optimizing the learning of multi-representations of Analytical Geometry concepts cannot upgrade significantly learning achievement, but reduce significantly cognitive load in the learning of multi-representations of Analytical Geometry concepts.