A KCST Study On Teachers' Cognitive Structure Of CPFS Of High School Students

Each teacher in the learner's whole learning process,it is so for mathematics teachers.Forming,developing and perfecting mathematical cognitive structure.It is well known that there is a theory of CPFS structure,which was first put forward by Professor Yu Ping,and it is only a kind of cognitive structure theory in mathematics.For the CPFS structure,there are many cases at this stage,but most of them take learner's as just research object and do not follow to whether teachers have a good analysis of knowledge teaching itself,at the same time,it does not pay attention to whether the teachers themselves know the cognition of the learners.If teachers do not form a good subject content,The learning object's cognition to the content(KCS)and the knowledge category's teaching strategy(KCT),then the teacher's teaching may have the question,which will affect the construction of students' CPFS cognitive structure.In the 17 th year of the twenty-one the century,the laws of mathematical learning were promulgated,placing the contents of the sequence of numbers in the decisive section,which could actually deal with social phenomena,this shows that it is a special function.This paper combines the teacher KCS,KCT(referred to as KCST)theory proposed by American education expert ball with CPFS structure theory,takes senior high school sequence knowledge as the research carrier,tests the cognitive structure of sequence CPFS of senior high school students in Xining City,at the same time,KCST of teachers of this subject in their corresponding grades was also studied,on the premise of knowing the sequence CPFS of students from grade one to grade three in high school:(1)Most of the learners tested had stable CPFS,but there was a gap in stability between the size of the segments of improvement from big to small is senior three >Senior One > Senior Two,Gender can not determine whether the gap is specific or not;(2)teachers have formed a unique thinking about students' number sequence CPFS cognitive construction level,the teachers always predict the actual knowing grade of the content,it is means that the teachers do not have good KCS;(3)teachers can correctly choose strategies and apply reasonable methods to theme teaching,carefully organize teaching materials and analyze teaching tasks,select abundant representations,and properly implement evaluation according to the typical cognitive errors of CPFS cognitive structure that students are most likely to have KCT.After summing up the test data,the author studies the methods that professors of concepts and propositions should adopt to make learner's CPFS more excellent,at the same time,the means of broadening professors KCS and KCT were also studied,it has a good reference value for high school mathematics teachers.