Improve High School Students The Cpfs Structure Growth Teaching Strategies

Mathematics knowledge system, which has its own inner structure and varying law, is increasingly growing. The cognitive development of mathematics learners should follow some cognitive principles and the mathematics knowledge acquisition competence depends on mathematics learners' respective wisdom. Learners obtain mathematics knowledge in some way, put it in their minds and form their own cognitive structure in mathematics.The present studies in mathematics shows that good cognitive structure of mathematics should reveal certain levels in the form of web. The CPFS Frame, which is the absorbed mathematics knowledge web of learners, is composed of Concept Field, Concept System, Proposition Field and Proposition System. In CPFS Frame, each of all the knowledge (concept, proposition) is located in certain location, and the relations among each knowledge are various abstract ones. And many thinking methods exist in these abstract relations, so the progress of linking each knowledge in the knowledge web includes mathematics methods, which makes the relations of each knowledge in CPFS Frame become a 'method system'. CPFS Frame highlighting the differentiability and stability of cognitive structure, is the complicacy of knowledge and method, and has clear ideology network structure. Therefore, the CPFS Frame existing in the learners' minds in the foundation of mathematics study and the further development of mathematics learner. There is no doubt that building up and improving the learners' CPFS Frame becomes one of basic tasks of mathematics teaching.Mathematics teaching need obey learners' cognitive law. Neither can we stuff the ready definitions into the learners' minds, nor let learners form mathematics definitions by themselves. Because of this, the paper offers such an idea—The Growth Teaching Strategy of Improving the middle school students' CPFS Frame, from an angle of mathematics study psychology. In other words, during our mathematics teaching we can put teaching materials, learners, teaching methods and teaching aids in a complete teaching progress by the inside growing law of mathematics knowledge, the cognitive features of learners and the growing law of mathematics knowledge in the learners' minds. We can also begin to design natural and believable simulated growing progress from the growing point of mathematics knowledge and have learners participate actively in mathematics research, exploration, invention and discovery, which lets the acquisition progress of mathematics knowledge of learners become a naturally growing progress. The Growth Teaching Strategy contains the following key links—'growth', 'variation', 'reflection' and 'structure'.This paper mainly builds up the system of the Growth Teaching Strategy in theory and discuss how much of the effect that the Growth Teaching Strategy has on improving the middle school students' CPFS Frame based on the data from abundant teaching practice and teaching experiments. The research shows that it enables students to acquire more mathematics notions and to form a set of strategy system of slowing problems to use Growth Teaching Strategy during the teaching ,which, consequently, is helpful for learners to build up and improve their own CPFS Frame and to improve the learners grades in mathematics. The research has formed a set of effective system of teaching strategy and a mathematics classroom teaching pattern.