Design And Practice Research Of Teaching Content Presentation In Elementary Mathematics Classroom

In the era of knowledge explosion and the continuous development of information technology,the amount of knowledge is increasing rapidly,the speed of knowledge dissemination is rapid,and the manner of knowledge presentation is diverse.This brings challenges to students’ cognition,and also puts forward new requirements for the presentation of teaching content.It is necessary to explore ways of teaching content presentation to help students quickly acquire new knowledge when there is a large amount of knowledge and a complex knowledge structure,and keep learning interest when knowledge structure is single and content is boring.In the teaching process,teachers ignore the presentation of teaching content and lack of thinking about what to present,how to present,and why present from a cognitive perspective.Inappropriate presentation of teaching content results in excessive or low cognitive load on students,affecting students’ understanding of knowledge greatly reduced student learning efficiency.The learning process is inseparable from cognition,this study studies the presentation of teaching content from the perspective of cognition,focusing on exploring the presentation of teaching content that promotes students’ cognition,and combines theory and practice to explore realistic teaching in real classroom,the content presentation method builds classroom learning assistance for students,enhances students’ learning interest,helps teachers improve teaching,and serves to improve classroom teaching efficiency.This research uses literature research to explore existing research and related theories,and uses classroom observation and case analysis to analyze outstanding classrooms and examines the current problems in presenting teaching content.It is found that the selection and organization of teaching content is inappropriate,which affects students ’understanding of core content.The teaching content presents problems such as courseware,writing,speaking,etc.that increase the cognitive load of students,which affects students’ effective processing of information.Based on the theoretical basis of cognitive load theory,the cognitive theory of multimedia learning,and the theory of attention-related theories,combined with the current practical problems,we analyze the teaching content presentation methods from a rational perspective,from the four aspects of content chunking,conceptual structure visualization,concise form,and guiding steps to design and coordinate the teaching content presentation of students’ cognition.In the practical research,this study based on the unit learning content of "cognise fractional number" in mathematics of grade three published by Beijing Normal University,and guided by relevant theories and teaching content presentation methods,the presentation scheme of teaching content is designed to coordinate the cognitive load of students and reduce the cognitive resource consumption of students in the selection stage and the organizational processing stage.And through the quasi experimental study to test the effectiveness of the teaching content presentation scheme,using independent sample t test,from the overall and high,medium and low levels of learning to explore the influence of the teaching content presentation scheme on students’ academic achievement,cognitive load feeling,and the relative efficiency of teaching conditions.Analyze and discuss the experimental results based on the teaching content presentation scheme and students’ classroom performance,and draw the following conclusions.Firstly,the selection of teaching content that is weakly related to the core content,the organization method that does not meet the characteristics of knowledge,the characteristics of students ’learning,and the presentation method that brings extra cognitive load to students will hinder students’ knowledge understanding and schema construction,Which affects the teaching effect.Secondly,presenting the teaching content in the form of block content,visualization of the conceptual structure,concise form,and step-by-step guidance is helpful for breaking through complex problems,and has a significant effect on reducing the cognitive load of students with low and medium learning levels.Thirdly,the teaching content presentation method used in this research can effectively improve students’ academic achievements.Among them,the effect of helping middle-level and low-level students is particularly significant.Teachers can improve the teaching content presentation to help students build knowledge understanding and help the vast majority of students learn better.Combining the research results and the problems encountered in the implementation of classroom teaching,put forward teaching suggestions from three aspects:students,teaching content,and teaching activities.Understand the cognitive characteristics of students at different levels and enhance the pertinence of teaching;attach importance to teaching content selection,organization and presentation to achieve efficient information processing;integrate teaching content presentation and classroom teaching activities to achieve diversified teaching methods.