| Under the modern education concept,educators pay more and more attention to the subjectivity of students in learning.They have actively explored the new curriculum reform and some results have been achieved.However,due to the huge amount of knowledge of high school mathematics itself and the complex correlation between mathematical knowledge,the cognitive load of students is aggravated.At present,the mathematics learning status of high school students is not optimistic.Many teachers reflect that "teachers are tired of teaching,students are more tired of learning".To find out its cause,teachers do not or rarely consider the impact of students’ cognitive load on learning input in actual teaching.Learning input is a kind of psychological input that students use to learn,comprehend and grasp knowledge and technical ability.It is an indicator to measure students’ learning effect.At the same time,students will inevitably encounter some difficulties in the process of learning.Academic help-seeking,as a kind of problem-solving behavior,is also closely related to students’ learning engagement.This study explored more operable intervention measures to reduce students’ cognitive load,improve students’ input in mathematics learning,and provide some inspiration and reference for parents’ family education and teachers’ teaching practice.In this paper,584 students from three high schools in Xining City were randomly selected by questionnaire survey to discover the relationship between their mathematical cognitive load,mathematical academic help-seeking and mathematical learning involvement,analyze the current situation of mathematical cognitive load,mathematical academic help-seeking and mathematical learning involvement,and analyze the differences from the perspective of grade and gender.The correlation analysis and regression analysis between the two pairs were also analyzed.AMOS software was used to discuss the mediating effect of mathematical academic help between mathematical cognitive load and mathematical learning engagement.The results show that,from the perspective of grade,there are significant differences in senior high school students’ mathematical cognitive load,mathematical academic help,and mathematical learning involvement;From the gender perspective,there are significant differences in the gender of senior high school students’ mathematical cognitive load.Girls are more likely to generate cognitive load in mathematics learning than boys,but there is no significant difference in gender between math academic help and math learning input;From the perspective of correlation,mathematical cognitive load and mathematical academic help-seeking are significantly positively correlated,mathematical academic help-seeking and mathematical learning engagement are significantly negatively correlated,and mathematical cognitive load and mathematical learning engagement are significantly negatively correlated;Both mathematical cognitive load and mathematical academic help can effectively predict learning input respectively,and can also jointly predict mathematical learning input.Mathematics academic help-seeking has an obvious mediating effect between senior high school students’ mathematics cognitive load and mathematics learning input,among which executive help-seeking and instrumental help-seeking play a partial mediating role;Avoiding help-seeking plays a completely intermediary role... |
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