Mathematics Teaching Design Based on Cognitive Load Theory—Taking “The Solution of Quadratic Inequality” as an Example

随着时代的进步、科学技术的飞速发展和全球化、信息化，科学知识在21世纪呈爆炸式增长，学生的学业压力也呈上升趋势。要落实素质教育，必须减少学生的学业负担。本文基于认知负荷理论的理论基础、教学设计原则、教学策略，以“一元二次不等式的解法”为例，进行基于认知负荷理论的“一元二次不等式的解法”的教学设计，得出教学反思与启示，为我国基础教育数学教师的教学提供一些建议。With the progress of the times, the rapid development of science and technology, globalization, and informatization, scientific knowledge is exploding in the 21st century, and students’ academic pressure is also on the rise. To implement quality education, it is necessary to reduce students’ academic burden. This article is based on the theoretical foundation, teaching design principles, and teaching strategies of cognitive load theory. Taking the example of “solving quadratic inequalities”, the teaching design of “solving quadratic inequalities” based on cognitive load theory is carried out, and teaching reflections and inspirations are obtained, providing some suggestions for the teaching of mathematics teachers in basic education in China.