Investigation And Research On Cognitive Load In Solving Mathematical Problems Of Senior One Students

With the continuous promotion of new curriculum standards and the further requirements of the development of the mathematics college entrance examination,how to achieve efficient teaching for teachers under the current trend is a difficult point.Cognitive load theory can not only scientifically explain the interaction between learning memory,cognitive level and learning burden,but also explain how cognitive resources are distributed in the process of students acquiring complex knowledge,which can effectively help achieve efficient teaching and achieve "burden reduction" for students.Plane vectors play an important role in high school mathematics as a bridge between geometry and algebra.Taking cognitive load theory as the core,this paper selects plane vector knowledge as the carrier to investigate and study the cognitive load in the mathematical solution of high school students in K City.Firstly,based on the cognitive load structure model and influencing factors,the evaluation framework of cognitive load in mathematical solutions is constructed,and a questionnaire is compiled based on this framework;a test paper is prepared based on the "Teaching Book for Teachers of Ordinary High School Textbooks" and references to the high examination questions in recent years;in addition,the students are interviewed to further clarify the reasons for their cognitive load status.Secondly,according to the data of the test paper and the questionnaire,the overall,difference and correlation analysis of the cognitive load are analyzed,and then,according to the typical error causes and interview results of each question in the test paper,the reasons for the existence of the cognitive load and the suggestions of the students on themselves and the teachers in teaching are analyzed.Finally,with the goal of scientific and reasonable regulation of cognitive load,different regulation strategies are proposed for three types of cognitive load according to the classification of cognitive load,and teaching cases are designed.The study yielded the following main conclusions:(1)The cognitive load of high school students in K City is generally at a lower middle level.(2)There is no significant difference between the cognitive load and gender of high school students in mathematical problem solving,and there is a significant difference with the school level.(3)There is a strong correlation between the cognitive load in the math problem solving of high school students and their usual grades.(4)The reasons for the existence of cognitive load can be divided into teacher level and student level.(5)The following strategies are proposed to regulate cognitive load: simplify learning materials;help students build knowledge structure and form knowledge networks;strengthen teachers' classroom language arts and expression skills;scientifically and rationally produce multimedia courseware;integrate mathematical history into teaching to enhance students' interest in classroom learning;evaluate the diversity of content and give students a sense of achievement.