认知结构同化理论揭示了学习的心理机制。在以此对一名教师无理方程教学设计的分析中,发现其注重唤醒学生已有的认知结构,帮助他们以此去同化新知识,并注意使他们的操作保持一定的认知强度,同时该设计若能以学生更充分、规范的操作加以支持,整个过程将会更加完善。 Cognitive structure assimilation theory reveals the psychological mechanism of learning. Based on this analysis of a teacher’s irrational equation teaching design, we find that it focuses on awakening the existing cognitive structure of students so as to help them to assimilate the new knowledge and pay attention to maintaining their operation a certain degree of cognitive strength, at the same time If the design can be supported by students’ fuller and more standardized operation, the whole process will be more perfect.