Teaching Research Of Quadratic Function In Junior High School Based On CPFS Structure Theory

Quadratic function is one of the important contents of mathematics learning in junior high school.Because of its great flexibility,strong comprehensiveness,and high requirements for students’ logical thinking,teachers’ teaching and students’ learning have encountered many difficulties.The CPFS structure proposed by Professor Yu Ping is a cognitive structure that can effectively promote mathematical learning.This paper aims to explore the teaching strategy and design to improve students’ learning level of quadratic function with the help of CPFS structure theory.This article takes some teachers and students in the third grade of a junior high school in Jinan as the research object.Through a pre test of the functional CPFS structure level,classroom observation,and teacher interviews,a survey is conducted to analyze the survey results and design teaching based on existing problems.Then,through teaching practice,students’ functional CPFS structure is verified to be improved,and teaching strategies that can effectively improve students’ functional CPFS structure are summarized.Based on the theory of CPFS structure,aiming at the teaching of quadratic function in junior high school,this paper mainly studies the following issues:(1)How about the structure of function CPFS before quadratic function learning,and what problems in teaching affect the students’ level of function CPFS structure;(2)According to the above survey,design a teaching plan for quadratic function and carry out teaching practice to test whether the students’ function CPFS structure level has been improved;(3)Summarize the measures taken in quadratic function teaching to make students’ function CPFS structure better;Based on the above research,the following conclusions are drawn in this article:(1)The results of the current survey: most of the students’ CPFS structure before learning quadratic function is not perfect,and their performance in the five dimensions of the CPFS structure is not ideal,especially the dimension of proposition application and node connection,which indicates that the students’ grasp of basic knowledge such as function concepts,expressions,image properties is not firm,their understanding of the relationship between related concepts of functions is poor,and their ability to apply knowledge to solve problems is low;The lack of multi angle scenario creation,non hierarchical teaching,neglect of knowledge sorting and other issues in the teaching of quadratic function will affect students to improve the function CPFS structure,resulting in poor CPFS structure level of students.(2)Conclusion of teaching practice: after the classroom teaching of quadratic function designed in this paper,the students’ function CPFS structure level has been greatly improved,and their performance in five dimensions has improved,especially the target recall and node connection dimensions;Based on this,this article summarizes teaching strategies for effectively improving students’ CPFS structure,such as creating problem scenarios at multiple levels,utilizing concept maps,and using exercise variants.