Research On The Design And Application Of Primary School Mathematics Project-based Learning Scaffolding Based On Cognitive Load Theory

The rapid development of the knowledge economy and smart technology has brought more and more complex problems to be solved urgently,and society has put forward new requirements on the ability of learners.In order to better meet the challenges of the future,cultivating learners' core literacy in the 21st century has become a common goal pursued by global education.Core literacy refers to the knowledge,ability and attitude that learners should have when solving complex problems.With the advancing of a new round of curriculum reform,core literacy education has developed rapidly in China.Project-based learning aims to train learners with problem-solving abilities as the goal and is highly consistent with curriculum reform needs.Based on continuous exploration and deep thinking of the driving problems in the real situation,the learner forms a visual project result,realizing the change of the role of the learner from a passive receiver to an active designer and a receiver to a producer.Cross-context knowledge transfer ability and ability to solve complex problems.Project learners have some autonomy in decision-making in the process of inquiry,but it does not mean that the teacher completely let go.Students often cannot complete independent learning tasks in the face of cognitive overload.Learning supports can provide support to ensure the smooth development of autonomous inquiry activities.However,when project-based learning is the norm in elementary school mathematics classrooms,front-line teachers face a variety of problems and confusions when using learning scaffoldings.Most teachers do not know what type of learning scaffolding can be provided to students in the project-based learning practice,and they are even more baffled about how to properly use the projectbased learning scaffolding.This study combines the practical problems encountered by teachers in project-based learning in mathematics,determines the theoretical guidance based on cognitive load theory and constructivist learning theory,combines the content of primary school mathematics curriculum and learner characteristics,and reduces learners' external cognition.Load,intrinsic cognitive load,and promotion of related cognitive load,design an item-based learning scaffold based on cognitive load theory,and design corresponding project-based learning activities and learning based on the content of the multiples and factors in the first unit of fifth grade mathematics Scaffold,and carry out an empirical study of the project-based learning scaffold based on cognitive load theory.The effectiveness of the project-based learning scaffold design is verified by measuring students' cognitive load indicators and mathematical knowledge.On the theoretical level,the theoretical research of project-based learning scaffolds has been enriched and developed.The types of learning scaffolds have been determined from the project-based learning process of primary school mathematics,and the manifestations of learning scaffolds that reduce internal and external cognitive load and improve related cognitive load have been clearly defined.Based on the mixed learning environment,it provides an example for the design of project-based learning scaffolds for project activities.On the practical level,the design of the primary school mathematics project-based learning support can provide practical guidance for frontline teachers to carry out project-based learning in a mixed learning environment.This study consists of four stages:document review,stent design,quasiexperimental research and effectiveness analysis.In the literature review stage,the author summarizes and analyzes the existing problems in the implementation of the project-based learning scaffold by combing and analyzing researches on domestic and foreign cognitive load and project-based learning scaffolds.It was found that failure to provide a clear type of project-based learning scaffolding practice and the overall cognitive load caused by project-based learning were the main reasons restricting the advancement of project-based learning mathematics teaching practice.In response to these realistic problems,in the scaffold design stage,based on cognitive load theory,the characteristics of primary school mathematics learning and elementary school students' psychological characteristics are analyzed.Project-based learning is explained from two dimensions:project-based learning process and project-based learning scaffold based on cognitive load theory.Type and manifestation of the stent.In the quasi-experimental research phase,fifth grade primary school students are used as experimental objects.Based on the learning content of the first unit of the fifth grade primary school mathematics of Beijing Normal University,a project-based learning activity in a mixed learning environment is designed.School five(1)class is used as an experimental class(using the project-based learning scaffold based on cognitive load theory),and five(5)class is used as a control(without using the project-based learning scaffold based on cognitive load theory)for quasi-experimental research.In the effectiveness analysis phase,according to the collected experimental data,the impact of the project-based learning scaffold on the cognitive load and mathematical knowledge of the experimental class students was analyzed,and the effectiveness of the learning scaffold to optimize the cognitive load of the students was further verified.The analysis of the effectiveness of the project-based learning scaffold in this study includes two dimensions of cognitive load(sub-task response time,task difficulty,psychological effort)and mathematical knowledge mastery(learning and memory performance,learning transfer performance).The results show that previous organizers,mind maps,and self-explanations in the elementary school project-based learning scaffold can optimize students' cognitive load.