The Cognitive Analysis And Teaching Design Of Fraction Review Course Based On CPFS Theory For The Primary Students

Fraction is internationally recognized as one of the most important and abstract concepts in primary school.The emergence of fractions is a milestone in the history of mathematics.From integers to fractions,fractions have strong particularity in the meaning,expression and calculation rules of numbers.In addition,fraction serves as a bridge between positive integers and decimals,and it is also the basis for junior middle school students to learn fractions and further expand the number department to rational numbers.The study of fraction helps students realize the cognitive transformation from concrete operation to formal operation,so fraction is extremely important.Students study fraction in grade three,grade five and grade six,as you can see the fraction section of knowledge is much and the study time is relatively dispersed,so that the knowledge of fraction is a disorder of the mind as for grade six students,the long-term teaching practice shows that scores of learning is one of the pupils' learning difficulties.CPFS structure is an excellent mathematical cognitive structure proposed by Professor Yu Ping.The learning process of mathematics is a process of continuous construction and improvement of students' CPFS structure.A good CPFS structure for students is conducive to more efficient storage and extraction of knowledge.In order to form a good CPFS structure,it is necessary to design the teaching carefully according to the actual situation of students and the law of cognitive development.Through literature review,examination paper survey,statistical analysis and other methods,this study designed a review course aimed at improving the CPFS structure of primary school students on the basis of investigating the current situation of the CPFS structure of primary school students.The specific research content of this study is divided into the following three aspects:First of all,according to the "compulsory education mathematics curriculum standards(2011 edition)requirements and the elementary school mathematics teaching material compilation basis,combined with the fraction of concept field,concept system and proposition field and proposition system,integrated by adopting the method of target memories,proposition applications to compile the optimal benign test scores CPFS structure test pupils about grades CPFS structure of the status quo,cognitive characteristics and superiority of the scores of learning difficulties.In this paper,226 pupils from a school in Wanzhou District,Chongqing were tested.SPSS25.0 software and Excel were used to make a quantitative analysis of the data,in order to better understand the current situation of the excellent structure of CPFS and the characteristics of fraction learning.Secondly,based on the students' answers to the test paper,a qualitative analysis was conducted on the interview between teachers and students to understand the thinking mode of typical mistakes or special solutions in the test paper,the teaching and learning difficulties in fractional learning,as well as the teachers' and students' views on the review class and their handling methods.The existing CPFS structure of students is the basis of mathematics learning and further development of students themselves.One of the fundamental tasks of mathematics teaching is to construct and improve the CPFS structure of students.Finally,based on the above conclusions,CPFS structure theory as theoretical perspective,through the investigation and test to understand the students score CPFS structure,from the teaching design,based on students,reference Bao hongmei,Gao jiacheng's research,designed to help students improve the score CPFS structure of recitation.Through the review of the score knowledge points,help students to form a comprehensive,systematic,logical knowledge network.