The knowledge system of high school mathematics is extensive, logically rigorous, highly abstract, and challenging. Reasoning-based teaching is the primary method, with blackboard teaching and PPT teaching being common instructional tools. This study, based on cognitive load theory, explores the effectiveness of these two teaching methods in high school mathematics classrooms. First, it explains the concept of cognitive load, including intrinsic, extraneous, and germane cognitive load. Then, it analyzes how blackboard teaching and PPT teaching affect students’ cognitive load. Blackboard teaching, characterized by its gradual presentation and simplicity, has unique advantages in controlling cognitive load, helping students gradually build their mathematical knowledge system and reducing extraneous cognitive load. PPT teaching, known for its integration of multimedia elements and dynamic demonstrations, can enhance the learning experience, but improper use may increase irrelevant cognitive load for students. Through classroom observation, student surveys, and performance analysis, the study finds that blackboard teaching is more helpful for students in understanding basic concepts and logical reasoning, thereby reducing cognitive load. PPT teaching plays a positive role in demonstrating complex mathematical figures and introducing real-life examples, but it must be designed carefully to avoid cognitive overload. The results suggest that a flexible combination of blackboard and PPT teaching, tailored to different teaching content, can optimize high school mathematics instruction, distribute students’ cognitive resources more effectively, and improve their learning efficiency in mathematics.
Cite this paper
Ou, S. and Ou, X. (2024). Effects of Blackboard Teaching and PPT Teaching in High School Mathematics Classroom Based on Cognitive Load Theory. Open Access Library Journal, 11, e2573. doi: http://dx.doi.org/10.4236/oalib.1112573.
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