Research On The Current Situation Of Spatial Vector Learning And Teaching Strategies Based On CPFS Structur

The essence of mathematics learning process is the process of constructing mathematical cognitive structure.The excellent cognitive structure of mathematics directly affects students’ mathematics learning.CPFS structure is a complex of knowledge and method,which is an excellent mathematical cognitive structure.In addition,space vector is at the "intersection" of all important knowledge in high school mathematics,and it involves many abstract concepts,complex and flexible formulas,and the construction of a complete CPFS structure is an important process to master the knowledge of space vector.Therefore,it is of practical significance to study and improve the structure of space vector CPFS.This study mainly completed the following three tasks: First,the CPFS structure of high school students was investigated by means of test paper,questionnaire and teacher interview,and the status quo and causes of CPFS structure of high school students were obtained.Then,according to Professor Yu Ping’s evaluation and classification framework of mathematics core literacy,the CPFS structure was divided into knowledge understanding,knowledge transfer and knowledge innovation from the relationship among cognitive structure,knowledge structure and mathematics core literacy as well as the SOLO classification theory,and the actual performance of each dimension of CPFS structure was obtained.Combining with the causes of the status quo of the spatial vector CPFS structure,the teaching strategies to improve the spatial vector CPFS structure were proposed,including question chain strategy,variable strategy and holistic strategy,and according to the teaching strategies,the teaching design of some key periods was given.Finally,the author carried out teaching practice,and verified the effectiveness of the proposed teaching strategy through pre and post test analysis.This study mainly draws the following conclusions:Firstly,CPFS structure status of high school students:(1)From the overall analysis,only17.76% of students’ CPFS structure is well constructed,68.42% of students’ CPFS structure is at the medium level,13.82% of students’ CPFS structure is low;(2)From the perspective of each dimension of CPFS structure,the number of well-constructed conceptual domain,conceptual system,proposition domain,proposition system and thought method system was not high,which were 56.24%,13.16%,52.63%,24.68% and 21.71%,respectively.(3)There was no significant difference in CPFS structure between different genders;The students’ academic achievement in mathematics is in direct proportion to the structure perfection of CPFS.The reasons for this situation are as follows: students have little interest in space vector learning,lack of knowledge finishing and integration,neglect to comb and transfer knowledge,and lack of understanding of the essential attributes of knowledge;The teachers’ reasons are as follows: insufficient integration of mathematical thoughts and methods into the classroom,insufficient combing of knowledge,lack of awareness to guide students to construct cognitive structure actively,and lack of awareness to make reasonable and effective use of information technology and teaching resources to assist teaching.Secondly,the three teaching strategies are in a certain position in the construction of CPFS structure.The question chain strategy is mainly responsible for building the foundation of CPFS structure,so that students can have a basic understanding of the relationship between knowledge and knowledge.The variable strategy is mainly to further improve students’ concept domain and proposition domain.The holistic strategy plays the role of "overall consideration",constructing the perfect concept department and proposition department.At the same time,the process of implementing these three teaching strategies is also the process of allowing students to form the system of thought and method.Third,after the teaching practice of this teaching strategy,the average score of the experimental class is significantly improved compared with that of the control class,especially for the underachiever and middle students.The implementation of this teaching strategy can effectively improve their spatial vector CPFS structure,but it has no obvious influence on the eugenic spatial CPFS structure.From the analysis of CPFS structure from each dimension,this teaching strategy improved the concept system,proposition system and thought method system of space vector more than concept domain and proposition domain.