Teaching Research On Optimizing CPFS Structure Of Junior Middle School Students In Review Class ——Taking Quadratic Function As An Example

The CPFS structure was proposed by Professor Yu Ping of Nanjing Normal University.It consists of four parts: Concept Domain,Concept Department,Proposition Domain,and Proposition Department.It is a unique cognitive structure for mathematics learning.Nowadays,after learning new courses,most students have a fragmented grasp of knowledge and it is difficult to build their own cognitive structure.The CPFS structure is an excellent cognitive structure.Therefore,it is very necessary to help students build a knowledge network and optimize their CPFS structure in review classes.This paper mainly studies how to optimize the CPFS structure of junior high school students in the review class.The research mainly includes the following three questions:（1）What is the current teaching situation of the junior high school mathematics review course;（2）According to the current situation of the survey,explore the teaching strategy of the review course to optimize the structure of students’ CPFS;（3）Take the quadratic function part as the The carrier conducts teaching experiments to verify whether the use of these teaching strategies is conducive to the improvement of students’ CPFS structure.This research takes part of the quadratic function in the ninth grade booklet of the People’s Education A-version textbook as the carrier,and uses interviews,questionnaires,tests and other methods to conduct research.First of all,this paper conducts a questionnaire survey on students in three grades of junior high school,and selects some teachers to conduct interviews to understand the current teaching status of mathematics review courses in junior high schools.Secondly,according to the status quo obtained from the survey and the related research on the teaching of review courses,the present situation of the teaching of review courses is analyzed and summarized from the perspective of CPFS structure theory.Aiming at the problems in the teaching of the review courses obtained from the analysis,under the guidance of the CPFS structure theory,the teaching strategies that can improve the students’ CPFS structure are explored.Thirdly,taking the knowledge of quadratic function as the carrier,using these teaching strategies to design and optimize the teaching design of the review course of the quadratic function CPFS structure for students.Finally,two classes in the third year of junior high school were selected as the experimental class and the control class,and teaching experiments were carried out to verify whether the design more optimized the CPFS structure of students’ quadratic function.Three conclusions are drawn from the above research: First,the problems existing in the teaching of junior high school review courses at this stage are summarized as follows: seldom creating situations for teaching,not paying attention to variable teaching,scattered knowledge teaching,engaging in questions and tactics,etc.,which are not conducive to students’ CPFS Second,in response to the problems found,four teaching strategies for optimizing students’ CPFS structure in the review class are proposed:（1）Create a situation,which is conducive to the formation of concept fields and propositional fields.（2）Reasonable variants,which are conducive to the conception The formation of department and proposition department,.（3）using mind map to improve students’ CPFS structure.（4）carefully selecting topics to optimize students’ CPFS structure;finally,selecting the review course of quadratic function content to conduct teaching comparison experiments,and draw the conclusion: use the above teaching strategies The quadratic function review course teaching can optimize the students’ quadratic function CPFS structure more than the general review course teaching.