Research On The Learning Obstacles And Countermeasures Of High School Solid Geometry Under The Guidance Of Cognitive Load Theory

The standard of mathematics curriculum in general high school(revised in 2020)points out that the high school mathematics course is based on the development of students,advocates the development of students’ ability of geometric visualization and spatial imagination through the study of high school mathematics course,and enhances the awareness of students to solve geometric problems.However,there are still some difficulties in the specific process of stereogeometry learning.This study combined with cognitive load theory to analyze the learning obstacles in the process of high school students’ stereogeometry learning.On the basis of literature review,the paper compiled questionnaires and test papers,and selected senior secondary students in a city as the research object to carry out empirical research.Through the quantitative and qualitative analysis of the test papers,questionnaires and interviews,the following conclusions are drawn:(1)The main learning obstacles of senior high school students in stereogeometry learning can be classified as: emotional factors,operational factors and cognitive factors.Each learning obstacle has certain influence on students’ learning of stereogeometry.(2)The main cognitive loads that affect the stereogeometry learning of senior high school students can be classified as: internal cognitive load,external cognitive load and related cognitive load.Each cognitive load has certain influence on students’ stereogeometry learning.Students’ internal cognitive load is the highest when they learn solid geometry knowledge,followed by external cognitive load.(3)The cognitive load of students of different genders is significantly different in stereogeometry learning,and the overall cognitive load of boys is higher than that of girls.There are obvious obstacles in the study of stereogeometry among students of different genders.Boys’ learning obstacles are more serious than girls,that is,girls will have less learning obstacles when they solve the problems of stereogeometry.(4)There is a positive correlation between learning obstacle and cognitive load in high school students’ stereogeometry learning.Generally speaking,students with serious learning obstacles in stereogeometry have relatively high cognitive load in the process of stereogeometry learning.(5)In the process of solid geometry learning,it plays an important role in the development of logical reasoning literacy and spatial imagination ability.Under the advocacy of the new curriculum standard,the development of logical reasoning ability and spatial imagination ability still has some deficiencies in the implementation of the real solid geometry learning.Therefore,solid geometry teaching based on the perspective of mathematical core literacy puts forward higher requirements for teachers’ teaching level.Teachers need to have the corresponding mathematical literacy,pay attention to cultivating students’ mathematical core literacy,strengthen the mutual transformation between mathematical geometry languages,and help students achieve achievements in solid geometry learning.Based on the results of the survey,in order to further promote the improvement of the learning achievement of high school students,the author will analyze the causes of the learning obstacles of high school students from the cognitive load theory.The author analyzes the three aspects of human working memory system: information selection stage,coding organization stage and cognitive integration stage,and according to the close connection between cognitive load and learning obstacle The Department,combined with the cognitive load theory and corresponding puts forward the teaching countermeasures to reduce the learning obstacles of stereogeometry: optimizing the internal cognitive load,reducing the external cognitive load and increasing the relevant cognitive load.