| The release of "double reduction" policy has brought a huge impact on compulsory education.How to reduce the burden of mathematics classroom teaching is worth thinking about.Based on the resource-limited theory,cognitive load theory explores the relationship between working memory(WM)and long-term memory(LTM)and learning and its influence on learning,which can bring new ideas for reducing classroom load.This study analyzes the problems existing in the teaching of geometric proof,and obtains the teaching strategy of geometric proof based on cognitive load theory,which provides reference for teachers.First of all,literature research method and theoretical analysis method are used to sort out the existing research,so as to provide a research basis for putting forward effective teaching principles and strategies.Secondly,through investigation and research,the difficulties existing in students' learning of geometric proof and the problems existing in teachers' teaching of geometric proof are deeply studied and analyzed.Again,this study use experiment method,the geometry of triangles are congruent to eighth grade proof design teaching case,again through the traditional geometric proof with contrast class design teaching design,draw the conclusion:based on the cognitive load theory put forward the following strategies:(1)to set free the target teaching material,using free goal instead of traditional geometric proof problems;(2)Use samples for teaching;(3)The text information in geometric proof problem can be presented in the form of pictures or animations.(4)Use geometric sketchpad,Shiv whiteboard and other teaching software to achieve channel effect;(5)Design teaching materials and implement teaching guidance based on learning situation;(6)Avoid repeated presentation of teaching materials;(7)Avoid distraction in teaching.At the same time,this study proves the effectiveness of these strategies through experiments. |
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