Research On Probability Teaching Of Grade One Students In Senior High School Based On Cognitive Load Theory

The excessive academic burden of our students has been the focus of education sector.In May 2021,the 19 th meeting of the Central Committee for Comprehensively Deepening Reform considered and adopted the Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Students in Compulsory Education,pointing out the burden of study should be lightened and vigorously improve the quality of education and teaching.This shows that the country attaches great importance to the work of reducing the burden,and the study of the problem of reducing the burden is imminent.Scholars have studied academic load reduction from textbooks,teaching processes,and extracurricular assignments,but there are few studies that directly examine how to reduce individual psychological load from the perspective of the external and internal pressure load caused by academics from individual students.The Cognitive Load Theory can study the academic burden from the students themselves,and it is believed the effective way to reduce the learning burden is to reduce the individual’s extraneous cognitive load and intrinsic cognitive load,while increasing the germane cognitive load(namely "two decreases and one increase"),so as to improve the efficiency of learning.Probability content has always been a difficult and key point of high school mathematics teaching,and probability teaching bears the burden of implementing the core literacy of mathematical modeling,logical reasoning,and mathematical abstraction,it is necessary to study probability teaching.The study of probability teaching based on Cognitive Load Theory not only conforms to the requirement of the national policy of "reducing the burden",but also can re-examine probability teaching from a new perspective and strengthen the research of probability teaching.Based on this,the author starts from the theory of controlling cognitive load,takes the probability concept course as an example to design teaching experiments,carries out comparative teaching,and summarizes three suggestions from the good teaching effect of the control class:(1)Reduce external cognitive load by appropriate use of teaching tools,accurate teaching expression and reasonable arrangement of teaching process;(2)To reduce the internal cognitive load by grasping the important and difficult points of teaching and paying attention to the individual differences of students;(3)The cognitive load can be increased by setting questions reasonably and summarizing them timely.Through the research,this paper studies the following four contents:(1)analyzed the current situation of probability teaching in the first-line high school classroom;(2)constructed the teaching design framework of "two decreases and one increase" to optimize the concept class teaching in view of the current problems in probability teaching;(3)set up a comparison class for teaching experiment to test the effectiveness of the "two decreases and one increase" teaching design framework;(4)According to the process and results of the teaching experiment,the author puts forward some suggestions on how to control cognitive load in the teaching of concept course.