Cognitive Analysis Of Derivative Learning In High School Students From The Perspective Of CPFS Structure Theory

Derivative knowledge plays an important role in high school study,which is difficult for high school students to form a good knowledge network system about it.What's worse,students always get points taken off in the college entrance examination.Therefore,this paper explores the cognitive analysis of derivative learning of high school students based on CPFS structure theory.This paper uses literature analysis,questionnaire investigation and interview method to carry research.The derivative cognition status of high school students are investigated which is based on the CPFS structure theory by using Excel2007 and SPSS20.0 for data analysis.Furthermore,based on combining interviews with some teachers and students,this paper analyzes the learning status and causes of students' derivative knowledge,and make a further study about CPFS structure characteristics of high school students 'derivative study,the main conclusions are as follows:1.The high school students' whole CPFS structure of derivative learning presents the following characteristics: students' basic knowledge is not solid,and have some empty layer of knowledge;knowledge connection disorder,lack of ordered hierarchical structure;weak knowledge transfer ability and insufficient comprehensive application ability.2.Most of the students are at a moderate level about the cognitive quality and quantity of derivative learning CPFS structure.In terms of cognitive quality,the proportion of poor level was slightly higher than that of good level;in terms of cognitive quantity,the proportion of good level was slightly higher than that of poor level.There are great differences in students' cognitive structure.3.There is a big imbalance between students' cognitive clarity and knowledge mastery,and they are better at solving extreme value,maximum value and monotonicity of functions than solving optimization problems,zero point problems and inequality problems.In derivative learning,students always focus on the training of general problem-solving skills but ignore the understanding and the mastery of the essence of concepts.4.In some extent,students' confidence in derivative study and their emotional enthusiasm to solve problems will affects the activity of their cognitive structure.With sufficient confidence in solving problems,students are conducive to mobilizing relevant knowledge.Based on the above conclusions,this study puts forward teaching suggestions about the following five aspects:attaching importance to the concept essence of derivative and enriches concept domain of derivative;respecting the cognitive existing structure of student,consolidating students' basic knowledge;playing the role of concept map and constructing the ordered cognitive structure;grasping the students' interest point,enhancing their derivative learning confidence;strengthening variant training and improving comprehensive application ability.