The Study Of Mathematics Multimedia Cognitive Processing Model Based On Cognitive Load Theory

In the multimedia-aided mathematics classroom,it's necessary to make an in-depth analysis of students' mathematics cognitive information processing for the sake of students' all-around development.In order to explore Chinese students' multimedia cognitive processing model in mathematics teaching and apply it to education and teaching practice,this study adopts literature analysis,questionnaire,interview survey,case study and other research methods in conducting the following work for building a mathematics multimedia cognitive processing model based on cognitive load theory:The study clarifies the psychological characteristics of learners in multimedia-aided mathematics classroom according to the related theory and makes them the theoretical basis for building a multimedia-aided mathematics cognitive processing model.The study starts from the connotation and denotation of cognitive load theory and extends to the associated multimedia learning cognitive theories.And in this background,the study analyzes Richard E.Mayer's psychological laws of mathematics multimedia learning.In order to probe the practical foothold of the multimedia-aided mathematics cognitive processing model,the paper carries out a questionnaire and interview survey.W ith teachers and students as subjects,the paper conducts research from the point of view of cognitive load theory and multimedia learning cognitive theory.It analyzes students' multimedia-aided mathematics cognitive processing methods and then constructs a multimedia-aided mathematics cognitive processing model based on cognitive load theory.This study attempts to analyze students' information processing in multimedia-aided mathematics classroom from a psychological perspective,propose a relevant model by combination of theory with practice,and introduce cognitive load theory's multimedia-aided mathematics cognitive processing model from multiple dimensions including information presentation form,information processing and cognitive overloading phenomenon.According to the study,this model is designed for teaching.After a systematic analysis of the model,the study puts forward a number of teaching principles in order to turn theoretical innovation into practical innovation.After the above analysis of the multimedia-aided mathematics cognitive processing model and the related teaching principles,the paper runs a teaching case study around the model and the teaching principles.The study aims to provide a reference for the majority of educators to understand this model and apply the teaching principles proposed in this study.As this study focuses on discussing the students' mathematics multimedia cognitive information processing,this process is however difficult to measure and describe.The multimedia-aided mathematics cognitive processing model based on cognitive load theory therefore needs to be further improved.