Research On Senior High School Math Assignment Design Based On Cognitive Load Theory

The Curriculum Standard for Senior High School Mathematics(Edition 2017)states: "Enriching the form of assignment,The quality of assignment and the effectiveness of assignment should be improved." This means that the quality of mathematics assignment and the effectiveness of the design of mathematics assignment must become the problems faced by teachers.However,the current phenomenon of "repeated training" and "single form" in senior high school mathematics assignment is still common,which affects the effect of completing the assignment and reduces the quality of senior high school mathematics assignment design.Based on the understanding,and noting the possible impact of students' cognitive load on the completion of math assignment,this paper uses cognitive load theory as a theoretical guide to study the design of senior high school math assignment.This article first summarizes the research background of assignment and math assignment,defines the concepts of math assignment,combs and analyzes the main research results of cognitive load theory at home and abroad,and then proposes research topics.Based on the author's internship experience,this article has conducted questionnaire surveys of teachers and students,to understand the current status and existing problems of senior high school mathematics assignment.Based on the existing research results and the analysis of the status quo,guided by the cognitive load theory,the principles of senior high school mathematics assignment design are proposed from the aspects of controlling internal cognitive load,reducing external cognitive load,and improving related cognitive load.And strategies,as well as an example of job design.Finally,the experimental research method is used to analyze and verify the validity of the implementation results.The experimental data show that applying cognitive load theory to senior high school mathematics assignment design can improve the quality of assignment and the effectiveness of assignment design in terms of reducing students 'psychological pressure and improving students' efficiency in completing assignment.