A Survey On The Cognitive And Practical Load Of Learning Sequence In High School Students

In the process of teaching,teachers should pay more attention to students’ cognitive level and design teaching based on students’ understanding and perception of knowledge materials.In this paper,the author takes high school students as an example and under the guidance of cognitive load theory,conducts research and guidance on the teaching of high school number series of teachers.Using literature method,comparison method,analysis method of cognitive load theory at home and abroad and the sequence of teaching development present situation,through literature research,found that in the application of cognitive load theory study,a specific knowledge of mathematics study of rare,at the same time,in the research literature about the sequence from the psychology theory research.Therefore,the author of this paper will start from the cognitive load theory to study the learning status of the sequence of high school students.First of all,based on cognitive load theory from intrinsic cognitive load,extraneous cognitive load and germane cognitive load the influence factors of high school students questionnaire design,for baoji two high school questionnaire study teaching design strategy: reduce the intrinsic cognitive load,simplifies the learning materials,for schema construction;Control the external cognitive load,optimize the teaching language,and properly present the materials;Increase related cognitive load,stimulate learning motivation and cultivate good habits.Then,using the above teaching strategies design a series of teaching practice,a high school in baoji high class as the experimental group(6),two for the control group(10)class for two months of practice and study and practice of early know these two class students mathematics study foundation,communicate with the teacher to know students of prior knowledge experience and knowledge about the sequence of high class(6),(10)class last term result of data analysis;In the middle and later stages of practice,the value of cognitive load theory in teaching practice was verified through the comparison between self-rating scale and students’ after-class test results.Finally,based on the analysis of the results of practice,the conclusion is drawn that the learning effect of sequence is closely related to the influencing factors of cognitive load.Under the guidance of cognitive load theory,sequence teaching design can improve students’ learning effect.Cognitive load theory can guide teaching design and verify the effectiveness of teaching scheme.