Research On The Teaching Of New Definition Problems Of Middle School Mathematics Based On Cognitive Load Theory

Under the influence of the new curriculum reform,modern school education pays more attention to the independent,balanced and comprehensive development of students.Education is not only to improve students' ability to test,but also to cultivate students' quality.under the new educational concept,the new definition topic has entered the students' field of vision because of its novel form of topic and the unique advantage of the comprehensiveness of the examination of students' ability.The new definition topic often gives new definitions and concepts that students have not studied,students need to fully understand them and find the key to solving the problem,the essence of the problem is to examine what the students have learned.The difficulty of this kind of topic are also different.In general,the new definition of the topic is examined together with function problems,geometry,equations and moving points and other knowledge.The topic often involves many knowledge points,which are difficult to solve.The novelty,complexity and importance of the new definition topic,which requires higher comprehensive ability of students,tends to discourage students from them,and the score rate in the examination is low,and there is also teaching difficulty in actual teaching.Cognitive load theory can explain complex problems and guide teaching.People's long-term memory capacity is limited.When the processing of content exceeds the memory capacity,it will produce cognitive load.Cognitive load consists of internal cognitive load,external cognitive load and related cognitive load.Reducing the internal and external cognitive load and increasing the related cognitive load can improve the efficiency and quality of students' learning.Through the continuous research on cognitive load theory,educators are increasingly aware of its role in subject teaching,cognitive load theory has been gradually applied in the teaching of subject knowledge in recent years.The purpose of this article is to study and investigate the current situation of students ' learning of the new definition problems,and to explore the effective learning methods under the guidance of cognitive load theory.From the perspective of cognitive load theory to conduct teaching design,and strives to cultivate and improve students' ability of self-learning,independent analysis and problem solving.At the same time,it can improve the correct rate of students in the examination of newly defined questions.The main research methods used in this paper are literature research,questionnaire surveys and in-depth interviews.First of all,the background,significance,framework and methods of the research are systematically explained.Then,the paper makes a literature review on the theory of cognitive load and the teaching of the new definition problems.Next,through the question test and questionnaire,investigate the learning status of students' new definition problems,and analyze the results in detail.Finally,the new definition of the subject is deconstructed in detail.Based on the results of investigations and researches,and under the guidance of cognitive load theory,a new definition of topic instructional design was carried out.Based on the survey results,we put forward some strategies of effective teaching: Pay attention to the cultivation of self-confidence in solving the new definition problems;Improving the learning of basic knowledge;Cultivating students' good learning habits;Using modern teaching methods to promote students' learning.