Research On The Practice Of Mathematics Concept Teaching In Senior High School From The Perspective Of CPFS Structure

The CPFS structure is a unique cognitive structure of mathematics,where C stands for concept,P stands for proposition,F stands for field,and S stands for system,its knowledge structure is the whole composed of mathematical thinking methods and thinking modes involved in the abstract relationship between mathematical concepts and propositions.The process of students’ learning mathematics is actually a process of establishing,developing and perfecting mathematical cognition.Therefore,the excellent quality of the CPFS structure in the learners’ minds will directly affect their mathematical performance and efficiency.Sequence is an important learning content of high school mathematics,covering concepts,formulas,mathematical ideas and methods and other important knowledge,which is related to the comprehensive use of the series of questions,so that many students do not know how to start.Based on this,students must deepen their understanding of the concept of array learning,master the idea and method of array learning,and establish a perfect knowledge structure,in order to better apply sequence of numbers’ knowledge.Based on CPFS structure theory,this paper conducts the following three studies:Firstly,in order to ensure the scientificity of the research,the CPFS theory and related cognitive theories are analyzed and discussed;Secondly,through the test paper,the difficulties of students’ learning sequence are investigated,and the characteristics and causes of the formation of their CPFS structure are analyzed;Finally,based on the CPFS structure theory,the teaching practice is carried out,and the teaching suggestions of constructing the CPFS structure of senior high school students are put forward.Through carrying out this research,we hope to help teachers to find out students’ deficiencies and improve classroom teaching,enhance students’studying efficiency,and ameliorate students’learning style.Through investigation and analysis,it is found that the CPFS structure of students is basically in the medium level,and the number of students at high and low level is small;the grade will affect the quality of the CPFS structure,the gender is not.Under the guidance of CPFS theory,this paper puts forward some teaching strategies to improve students’ CPFS structure,such as paying attention to students’ cognitive starting point,paying attention to understanding the essence of concept,and experiencing the process of concept formation,it is of great practical significance to improve students’cognitive level of sequence of numbers.