Research On Junior Middle School Mathematics Teaching Design From The Perspective Of Cognitive Theory

To implement quality education,we must reduce students’ academic burden.According to cognitive load theory,students’ learning burden is inevitable: in the process of cognitive processing of knowledge,students will have corresponding cognitive load.At the same time,cognitive load theory also emphasizes to rationalize students’ academic burden,which can not only help students’ physical and mental development,but also improve teachers’ classroom teaching effect,thus achieving the goal of "reducing students’ burden".With the advent of the era of big data,teachers need to cultivate each student’s insight into data from an early age."Mathematics Curriculum Standards for Compulsory Education(2011 Edition)" also points out that it is necessary to attach importance to the cultivation of students’ concept of data analysis,so that students can build up their sense of numbers.Therefore,it is particularly important for teachers to design a section that can make full use of students’ cognitive resources,achieve the effect of rationally distributing students’ cognitive load,and meet the requirements of quality education put forward by the state,and meet the teaching design of basic education reform.A questionnaire on students’ cognitive load was distributed to 325 students in grade nine of a middle school in Xinzheng city,Henan province,and some mathematics teachers in grade nine were interviewed.Through interviews and surveys,it is found that students have higher internal cognitive load,higher external cognitive load and lower related cognitive load in their learning process.According to the interview with teachers and the survey results of students,based on the theory of limited resources,schema theory and working memory theory,this paper puts forward the teaching design strategy,middle school teaching procedure and teaching framework based on cognitive load theory.Based on the cognitive load theory,the teaching design of the chapter "Statistics and Probability" in the ninth grade mathematics is carried out.In the following teaching practice,two parallel classes are selected as the experimental class and the control class for experiments.Before the experiment begins,the independent sample T-test is carried out on the students’ scores in the previous stage of the two classes.The results show that there is no obvious difference in the scores,which indicates that the choice of experimental objects is reasonable.In the experiment,the students in the experimental class adopted the teaching design based on cognitive load theory,while the students in the control class continued to teach the students according to the previous teaching design.At the end of a chapter,the students in the experimental class and the control class were given the Student Self-Test Paper respectively,and the nine grades of the Student Self-Evaluation Scale were asked to divide the pressure felt in the test paper and the difficulty of the topic.The experimental data show that the students in the experimental class feel the pressure and think the difficulty of the topic is obviously improved compared with the control class.In order to further verify the conclusion of the experiment,the independent sample T-test is carried out on the students’ mathematics scores in the next stage of the experimental class and the control class.The experimental results show that there is significant difference between the two classes’ scores.Instructional design based on cognitive load theory can promote teaching,improve students’ cognitive load,make students’ three cognitive loads dynamically balanced,and promote students’ data analysis concept.In a word,teaching design based on cognitive load theory is effective and can improve teaching effect.