The Effect Of Step Visual Presentation Teaching On Cognitive Load Of High School Students ——Taking 'Exponential Function And Logarithmic Function' As An Example

Function is the main line throughout the high school mathematics curriculum,the function part is more abstract knowledge module.In the process of high school mathematics learning,a certain proportion of students have some confusion in learning functions.Research on the use of modern multimedia teaching,mostly stay in a single page layout and presentation of the improvement,and for the overall concept of courseware design,not much improvement.In this paper,the steps of visual presentation teaching is based on cognitive load theory and multimedia teaching theory.It is based on AMA software loaded in Power Point developed by Professor Chen Mingzhang in Taiwan.This teaching concept is controlled by a button to dynamically present a series of information.Teachers can present courseware in a selective,non-sequential and step-by-step way.This teaching method is worth further study.Based on the requirements of cognitive load theory,multimedia teaching theory and curriculum standards,this study adopts step visual presentation teaching to carry out empirical research on students ' learning exponential function and logarithmic function.Through the preparation of learning content test papers,students ' learning questionnaire and interview,and the qualitative and quantitative analysis of the results,it is found that :1.Classes with step visual presentation instruction perform better in learning outcomes than those without step visual presentation instruction.2.Classes with step visual presentation instruction performed better on cognitive load tests than those without step visual presentation instruction.3.In a certain range,the lower the cognitive load,the better the learning effect,and vice versa.Finally,based on this study,the author gives suggestions from the application of step visual presentation teaching in function module,the use of step visual presentation teaching and the effective reduction of cognitive load.