Teaching Research On Dynamic Geometry In Junior Middle School Under Cognitive Load Theory

The promulgation of Mathematics Curriculum Standards for Compulsory Education(2022),and the effective implementation of the “double reduction policy”,require teachers to improve their classroom teaching efficiency while also optimizing the teaching quality.Dynamic geometry problem is known for their abstraction,complexity and flexibility.However the teaching effect of dynamic geometry problem is generally unsatisfactory.As students are the subject of teaching,their inner psychological state has a significant influence on the teaching effect.Cognitive load theory lays emphasis on the cognitive situation of students who are learning complex knowledge,and its corresponding teaching application can regulate the reasonable allocation of psychological resources in the learning process of students and improve the learning efficiency.Hence,dynamic geometry teaching is studied based on the cognitive load theory in this thesis.Three research questions are raised: How is the cognitive load status of junior middle school students after the investigation and analysis of their dynamic geometry learning.How to teach dynamic geometry in an effective manner under the guidance of the cognitive load theory?How to make the teaching design of dynamic geometry more in line with the cognitive load structure of the students?This thesis firstly compared the related research on dynamic geometry problem teaching and cognitive load theory by reading literature.After that,based on the measurement and evaluation model of cognitive load,a dual-task test paper was prepared to measure the cognitive load level of students when they learned dynamic geometry problems.And a questionnaire was used to analyze the causes of students’ cognitive load and the current situation of teaching dynamic geometry problems.Finally,front-line teachers were interviewed to understand the teaching status of dynamic geometry problem and their attention to students’ cognitive load.The following main conclusions were obtained: when students learned dynamic geometry problems,the cognitive load level was above the medium,and students paid less mental resources.Students’ lack of solid grasp of basic knowledge and methods and the difficulty of teachers’ teaching materials design led to high internal cognitive load.Teachers’ way of sorting out problem solving ideas and the rhythm of classroom practice had a great influence on students’ external cognitive load.Students were not interested in learning dynamic geometry problems,but they were willing to make efforts,and there was room for improvement of relevant cognitive load.Teachers’ own factors also influenced students’ cognitive load,and teachers approved the pedagogical application of cognitive load theory,but didn’t do enough to apply the theory to help students regulate their mental load.According to the results of the survey,the cognitive load theory was used as a guide to propose cognitive load control strategies to optimize the teaching of dynamic geometry problems.The strategies to optimize students’ internal cognitive load include: providing “scaffolding” to reduce the difficulty of dynamic geometry problems;constructing the knowledge framework of dynamic geometry related models;focusing on the combing and application of concepts,properties and theorems.Strategies to optimize students’ extrinsic cognitive load include: using dynamic mathematical software to realize the channel effect;presenting typical examples of dynamic geometry problems;optimizing the organization and presentation of dynamic geometry problems,etc.Strategies for optimizing students’ relevant cognitive load include: designing free objectives instead of traditional dynamic geometry problems;designing problems that trigger students’ self-explanation.In this thesis,the teaching design of “maximum line segment problem in quadratic function”was carried out as an example.The design focused on optimizing the cognitive load structure of students’ learning of dynamic geometry problems,in order to achieve load reduction and efficiency in teaching,and to provide teachers with ideas for the teaching design of dynamic geometry problems.