A Study On The Influence Of Different Sample Presentation Methods On The Most Valuable Understanding Of Eighth And Ninth Grade Students

With the introduction of the "double reduction" policy,schools require teachers to improve students' learning efficiency in the classroom and effectively reduce students' memory burden and homework burden.Example learning is a common teaching method,and researchers believe that different sample materials and presentation methods have an impact on mathematics learning.In order to further explore the influence of different sample materials and presentation methods on junior high school mathematics learning,the following questions are discussed by taking the most valuable problem as an example;(1)The influence of different sample materials and presentation methods on the learning effect of the eighth and ninth grade students in the latest teaching and practice courses;(2)Whether there is a difference in the learning effect of the eighth and ninth grade boys and girls under the different examples of the most valuable new lectures and exercises;(3)Cognitive load of each dimension of eighth and ninth grade students under different examples of presentation methods of the most valuable knowledge in new teaching and knowledge of exercises.An experimental study was carried out with students from four parallel classes in grades eight and nine in a middle school in Turpan as subjects.The experimental research shows that(1)for the most valuable learning content in grades 8 and 9,the learning effect of the incomplete sample group is higher than that of the complete sample group.(2)For the new teaching content,the learning effect of boys in the incomplete sample group is better than that of girls,but in the complete sample,the learning effect of girls is higher than that of boys.In the sample study of the practice class,the effect of girls in the two groups was better than that of boys.(3)Eighth-grade students have four cognitive loads on the most valuable new teaching knowledge.In each dimension level,the effect of the incomplete sample group is better than that of the complete sample group.Grade 9 students have four cognitive loads on the knowledge of the most valuable exercises,and the effect of the incomplete sample group is better than that of the complete sample group on each dimension level.