Research On The Design Of High School Mathematics Teaching Based On Cognitive Load Theory

With the deepening of the reform of mathematics curriculum in basic education,the teaching concept oriented to the core literacy of mathematics has become the basic consensus in mathematics education.The Outline of the National Science Quality Action Plan(2021-2035)lists the youth science quality improvement action as one of the five improvement actions to be implemented in the 14 th Five-Year Plan period.One of the effective ways of quality education is to reduce students’ excessive and redundant academic burdens,so that they can achieve free and comprehensive development.Since the cognitive load theory emphasizes the rationalization of academic load,the teaching design based on the cognitive load theory provides important reference for effectively improving the efficiency of classroom teaching,reducing students’ burden,and enhancing students’ core literacy,etc.The study has important academic value and practical significance.Based on the analysis of cognitive load theory and related literature,three principles of instructional design based on cognitive load theory are proposed: the principle of integration of teaching materials,the principle of sample learning,and the principle of schematic construction;three strategies of instructional design based on cognitive load theory are proposed: instructional design integrating multiple presentation methods,problem-driven instructional design,and instructional design based on Computer simulation-based instructional design.This study used experimental research method and interview method to conduct an empirical study related to two general classes of senior class as experimental subjects.An independent sample t-test was conducted on the mathematics scores of the two classes before the experiment,and the results showed that there was no significant difference between the scores of the two classes;during the experiment,the experimental class was taught using an instructional design based on cognitive load theory,and the control class was taught according to the previous instructional design,and an independent sample t-test was conducted on the mathematics scores of the students in the experimental class and the control class during and after the experiment,and the results showed that the students’ scores in the two classes had significant differences.The study shows that instructional design based on cognitive load theory can effectively improve classroom teaching efficiency,reduce academic load,and contribute to the improvement of students’ academic performance.