| Conic curve is a very important knowledge point in high school mathematics,its flexibility,comprehensiveness,high difficulty,usually a problem needs to be comprehensively used geometry and algebra and other aspects of knowledge to solve.From the mathematics curriculum standards and its position in the college entrance examination,it can be seen that the conic curve has always been the focus and difficulty of high school students’ mathematical learning.In the past,teachers mostly used the tactics of the sea of questions to passively accept knowledge through a large number of exercises,and with the continuous reform and development of education,as well as the proposal of the "double reduction" policy,quality education has increasingly become the focus of education Students should be the main body of learning,so we must break the original process of teaching by teachers and transforming into students’ active cognition,and the reality of teaching is nothing more than the process of turning the indirect knowledge structure belonging to the teaching materials into the students’ own cognitive structure through various forms.The CFFS structure pioneered by Mr.Yu Ping,a famous professor of mathematics in China,is an excellent cognitive structure that is exclusive to mathematical learning and can effectively improve the cognitive structure of learners.The process of teaching is actually the process of transforming the knowledge structure in the math textbook into the cognitive structure in the student’s mind.CPFS structure is an excellent mathematical cognitive structure unique to mathematical learning proposed by Professor Yu Ping in China,which is of great help to improve and enhance students’ cognitive structure.This study takes the CFFS structure as the theoretical guide,combines the knowledge of the conic curve part,and discusses the relationship between the CPFS structure of the cone curve and the knowledge understanding level of the cone curve in high school students,aiming to provide suggestions and strategies for teachers to teach and students to learn.First of all,two test papers were prepared by using the survey method to test the students of two classes of the second grade of a middle school in Fujian Province to understand the construction of the CPFS structure of the conic curve and the understanding level of the conic curve knowledge;then,using SPSS25.0 software,the results of the two test papers were analyzed,the correlation and regression of the two were analyzed,and the study found:（1）Most students’ CPFS structure on the conic curve is not well constructed,and there are large differences between different students.This imperfection is mainly manifested in the fact that students’ understanding of the propositional domain and propositional system is not profound enough;the knowledge related to the conic curve cannot be built to form a knowledge network,resulting in rapid extraction in the application process.（2）At present,the understanding level and learning situation of high school students on the knowledge of conic curves are not ideal,in the four levels of understanding divided into this paper,most students only reach the second or third level,and only a very few reach the fourth level,that is,most students cannot solve more complex problems in relation to the relevant nature,and the comprehensive analysis and thinking ability is weak.（3）There is a high correlation between the Cone Curve CPFS structure of high school students and their understanding level of conic curves,and the more perfect the CONE CURVE CFFS structure constructed in the minds of students,the higher the level of understanding of the conic curve.Based on the above research results,a cone curve teaching strategy based on CPFS structure theory is further proposed: variant teaching,hierarchical teaching,and problem chain teaching.And the content of two key lessons is practiced and applied in practical teaching,in order to provide teaching reference for front-line teachers. |
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