The Comparative Study Of Middle School Mathematics Textbooks Based On Cognitive Load Theory

From the perspective of cognitive load theory,this paper makes a comparative study of the two versions of junior middle school mathematics textbooks.The math textbooks published by people's education press and those published by Beijing normal university press were compared.Based on the mathematics curriculum standards,this paper compares and analyzes the structure of the whole and part of the two versions of textbooks from three sub-dimensions.The three sub-dimensions are the selection of content,the way of presentation and the structure of organization.The comparison of textbooks includes Numbers and algebra,figures and geometry,statistics and probability.The specific research questions are as follows: compare the content selection,organizational structure and presentation mode of the two versions of textbooks from the whole and part,and from the perspective of cognitive load theory,this paper analyzes the differences and similarities of cognitive load in textbooks.Based on the comparison and analysis of the math textbooks published by Renmin university of China and Beijing normal university,the following conclusions can be drawn according to the differences in cognitive load: As a whole,in the human education edition,knowledge is difficult,extensive knowledge,the overall design color is single;In the Beijing normal university edition,the knowledge content is many,the expansion knowledge is few,the graph color is rich.Comparative analysis of Numbers and algebra,figures and geometry,and statistics and probability.The external cognitive load of human education edition is higher than that of Beijing normal university edition.There are two parts of cognitive load related to student learning that are higher than that of Beijing normal university,one part is similar.There are two parts of the cognitive load that are higher than that of Beijing normal university edition and one part lower than that of Beijing normal university edition.Finally,on the basis of the conclusion,focusing on the curriculum standards,this paper puts forward some suggestions for the compilation of mathematics textbooks in the stage of compulsory education,including the text,activity expansion and review.(1)The guidance of prior knowledge;(2)Modularization of chapter knowledge;(3)Reduces knowledge fusion and meaningless repetition;(4)Pay attention to the integration of information;(5)Activities and expansion,rich and practical;(6)Chapter structure block diagram,detailed and appropriate.In view of the selection of teaching materials and optimization of teaching design in the teaching process of teachers,some Suggestions are put forward:(1)The introduction of the scene as the open line to have suspense,mathematics culture as the dark line to have penetration;(2)The knowledge presents succinct has the step,the information technology application has the bright spot.