Cognitive Load In The Sample In The Study To Explain The Impact Of High School Mathematics Learning, And Self

This article is divided into five chapters, the first chapter is "Introduction",we briefly introduce the perspective and the present situation of worked example research, analyzes the theoretical origin of worked example leaning from the meaning and function of worked example and the history of theoretical development. In addition, this research makes a detail description of math examples and learning. Math example learning is an important way of math cognitive skill acquisition. Math examples provide expert's problem-solving ideas, students learn and imitation mathematics examples facilitate the process of mathematics learning. The principles of clues provided by the Mathematical examples, effectively promote the independent learning and mathematics learning transfer occurred.In the second chapter "Worked example learning and example design based on cognitive load theory", we discusse in two aspects:Cognitive Load Theory and Mathematical example learning, and mathematical example design based on cognitive load theory. Conscious cognitive processe occurs in the working memory, which is also the core of cognitive load theory. The main points of Cognitive Load Theory are:(1) working memory capacity is limited, which makes it difficult to processing information from multiple sources simultaneously; (2) a large number of schemata stored in long-term memory, in dealing with high cognitive processing tasks, schema is extracted into the working memory system, through put the low-level schema into high-level schema to reduce the working memory capacity. (3) if there was an interaction in some of the information, which must be processed simultaneously, or it would increase the cognitive load.In order to make better use of examples in teaching practice, it is necessary on the example design. For the design of a single example, we take the principle of space approaching and multi-channel technology, which effectively promote the study from the perspective of reducing cognitive load. The design for the multi-sample study focused on the number of multiple examples, multiple examples of the variability, presentation and the study of incomplete example.Chapter three is the interaction between students and examples:self-explanation, to let the example play its full role in promoting learning, should not only have a good external conditions of example design, but also the learner's internal condition that self-explanation by learners. How does self-explanation promote problem solving? From the inner psychological mechanism point of view, self-explanation can be seen as a learning and problem solving strategies.Chapter four is mainly experimental methods, results analyze and discussion, we use 5 (example type)×2 (with and without job feedback)×2 (operation type) mixed design of three factors, found that feedback play a significant role in promoting example learning with less operation steps delete, but play a less significant role in promoting example learning with more operation steps delete. Example delete operation steps have a significant effect on simple knowledge, but ineffective on difficult knowledge. Under the condition with feedback, delete one operation step example is the best, under the conditions without feedback, complete example learning is better than incomplete example.On this basis, we propose in Chapter five, "the education meaning of research, on the thinking and conclusions of this study",according to the difficulty of learning tasks design appropriate example and timely feedback is very important for high school students learn inequality operation type. Well-designed examples effectively help learners to reduce cognitive load and improve the effectiveness and autonomy of the example learning.As test conditions, analytical methods and other restrictions, this study examines the different ways of sample presentation for high school students learn two quadratic inequalities of the type of operation, but inspection of the individual experience of the students are not comprehensive, for example, there is no comparative study, therefore be further improved. Because only some selected subjects can not include students of all ages, so experimental results have certain limitations, to be further improved.