Cognitive Analysis Of Sequence Learning In High School Students From The Perspective Of CPFS

Sequence of knowledge plays an important role in high school learning,However,there are always phenomena such as low teachers 'teaching efficiency and students' difficulty in learning a series.Therefore,it is necessary to study the cognitive situation of high school students' learning sequence.To investigate the cognitive status of senior high school students,In this study,CPFS structural theory was used to compile the CPFS Structural Test Paper and the Sequence Test Paper.This paper uses Excel2007 and SPSS20.0 to process and analyze the collected data?Learn more about the CPFS structural characteristics of high school student sequence learning?This article draws the following conclusions:1.The CPFS structure of high school students' sequence,the cognitive quality of the sequence,and the breadth of cognitive quantity are mostly at a medium level.Cognitive memory clarity of senior high school students is imbalanced among various knowledge points,the degree of cognitive structure is not enough,the ability of cognitive transfer is weak,and the ability to comprehensively use knowledge to solve problems is insufficient.2.The sequence CPFS structure constructed by boys is better than that of girls,which makes boys more dominant in the number of cognition quality and the number of cognitions.There is a large difference in the cognitive structure between high school students.3.The overall cognitive characteristics of the CPFS structure of high school students:weak basic knowledge of high school students,fuzzy series of concept fields;chaotic connection of series of knowledge,lack of propositional domains and propositional systems;weak knowledge transfer ability,low pattern recognition ability;low mathematical operation ability The development level of will quality is poor.Make recommendations based on research: run through conceptual maps in teaching,attach importance to the construction of mathematical knowledge structure;attach importance to the understanding of the essence of concepts,and improve the conceptual domain of students;respect the students' existing cognitive structure,and teach students according to their gender differences.