基于认知负荷理论的数学学优生教学

The Instruction for Mathematical Gifted Students：A View Based on Cognitive Load Theory

虽然[因材施教]是教学的一般原则，但是在现实的教学环境中，学优生与普通生同处一个课堂，难以分别接受两种完全不同的教学方案。这时，教师往往只能通过练习环节给予学优生针对性的教学。为此，我们首先从认知负荷理论的角度分析了学优生数学能力优异的内在原因。然后在此基础上讨论了怎样的教学方式适合学优生，怎样的教学方式适合普通生。最后说明教师应如何为学优生设计练习，从而达到因材施教之目的。

Although [teaching according to students’ ability] is the general principle of teaching， in the real teaching context， it is difficult for the gifted students and average students in the same class to receive totally different teaching programs. And teachers can only offer individualized teaching to gifted students through practice. Therefore， we first discussed the inner causes of the excellent math ability of gifted students in the framework of cognitive load theory proposed by Sweller. Based on this， we then discussed the appropriate approach of teaching and practices for mathematical gifted and average students. Finally， we illustrated how to design practices for the gifted students and thus achieve the goal of [teaching according to students’ ability].