基于认知负荷理论的高中数学教学设计——以“函数单调性”为例

High School Mathematics Teaching Design Based on Cognitive Load Theory—Taking “Function Monotonicity” as an Example

摘要: 随着教育技术的发展和教学方法的不断创新，认知负荷理论逐渐成为教学领域的研究热点。教学设计是一种系统化的、结构化的过程，旨在开发、实施和评估教育课程、教学活动和学习资源，以提高学生的学习效果和教育质量。本文以人教版必修一函数单调性教学设计为切入点，在教学设计上致力于通过有效管理内部认知负荷、降低外部认知负荷以及增加相关认知负荷，以提升学生的学习效率和效果。本文旨在简要介绍认知负荷理论的基本概念、理论发展及其在教学设计中的应用，以期为教育工作者和实践者提供有益的启示。

Abstract: With the development of educational technology and the continuous innovation of teaching methods, cognitive load theory has gradually become a research hotspot in the field of teaching. Instructional design is a systematic, structured process designed to develop, implement, and evaluate educational curricula, instructional activities, and learning resources to improve student learning outcomes and educational quality. This paper takes the monotone teaching design of compulsory one-function as the starting point, based on which the internal cognitive load is controlled, the external cognitive load is reduced, and the related cognitive load is increased. This paper aims to briefly introduce the basic concept of cognitive load theory, its development and its application in teaching design, in order to provide useful enlightenment for educators and practitioners.