Research On The Practice Of High School Mathematics Flipped Classroom Based On Cognitive Load Theory

With the growing application of intelligent-based mathematics education system in school,the burden of students' cognitive load may be increased by high quality teaching resources,the novel teaching models,and the vivid teaching activities,etc.In particular,the high school mathematics itself contains a large amount of knowledge of great abstractness and mathematical thinking,while the relationship between all kinds of mathematics knowledge is comparatively complex,which has certain requirements for students' ability of cognitive thinking.Teachers need to apply cognitive load theory to the exploration of feasible teaching strategies to reduce students' cognitive load in case of redundant information or distracted attention in teaching.In this context,this paper focuses on the following issues:1.The problems of high school mathematics flipped classroom at present?2.How to design a teaching mode based on cognitive load theory of flipped classroom in high school mathematics education?3.The teaching effect of flipped classroom in senior high school mathematics education based on the cognitive load theory?According to the research of the relevant literature of flipped classroom and cognitive load theory,this paper systematically expounds the development and teaching mode of flipped classroom,and cognitive load in the learning process as well.The author designed two questionnaires for both students and teachers to investigate the current situation of "video guide" mathematics flipped classroom teaching process and the degree of cognitive load in mathematics flipped classroom.Moreover,the author would realize the link of cognitive load overburden in teaching process and the existing problems of the teaching mode of mathematics flipped classroom through interviews.In order to solve these problems,to effectively control the total amount of the cognitive load of students in the learning process,and to improve the teaching effect,the author puts forward the mathematical flipped classroom teaching mode based on cognitive load theory and the existing "video guide" mathematical flipped classroom teaching mode.The actual teaching content of senior one mathematics is taken as an example to design and practice teaching mode.Through the experiment and the analysis of interview,the teaching effect of the teaching mode is finally verified.The research shows that the design and implementation of flipped classroom teaching mode based on cognitive load theory is quite effective.The author draws to conclusion that: following the principles of free reaching standard,working example,task completion,attention focus,multiple channels and reducing redundancy,teaching can make students feel easier subjectively on the basis of maintaining teaching content and difficulty.This teaching mode can effectively control the total amount of cognitive load of students in the learning process,meanwhile help students learn mathematics better,understanding mathematics easier,building schema quicker,transfer the learned mathematics knowledge automatically and flexibly.However,this study still has some limitations,for example,whether it has more universal application value in different degrees and different schools,and how to further optimize mathematics teaching still need further verification.Therefore,the teaching mode needs further research and improvement,so as to better play its practical significance and role.