Cognitive Analysis Of Function Learning In Senior High School Based On CPFS Structure Theory

"Student development-oriented" mathematics teaching is essentially a teaching that reveals mathematical thinking methods.The subject of mathematical functions in high school contains profound mathematical thinking and methods,and has become an important carrier for the implementation of core mathematical literacy.However,due to the many knowledge points,complex structure and strong abstraction of function topics,the teaching of functions has become a difficult point in high school mathematics teaching.The CPFS structure,as a unique and excellent cognitive structure in mathematics learning,has been highly concerned by mathematics education circles.This paper uses the CPFS structure theory to carry out a cognitive analysis on the function learning of high school students,explores the method of revealing the essence of mathematics,and promotes the effective improvement of the core literacy of mathematics.Based on literature analysis,survey research,measurement evaluation and statistical analysis,the following conclusions are drawn: First,the students’ CPFS structure of function generally presents a moderate level.The overall cognitive structure of the function of most students is still unclear,and the cognitive transfer ability is not strong which means they cannot make good use of the connection between knowledge to find problems,ask questions,analyze problems,and solve problems.Second,There is no significant difference in the CPFS structure of function between male and female students.It is found that there are significant differences between different grades.There is a significant difference between senior grade two students and senior grade one students.Third,the cognitive differences of individual function learning are relatively large,which will affect their CPFS structure level..The research shows that high school students’ cognition of CPFS structure in the process of function learning is mainly restricted by three levels: curriculum level,teacher level and students’ own level.Correspondingly,we conclude that at the curriculum level,attention should be paid to the processing of curriculum content to promote knowledge cohesion and structural integrity;at the teacher level,emphasis should be placed on variable teaching,based on students’ original cognitive structure,to clarify the knowledge network;at the student level,new knowledge should be actively absorbed,mathematical concepts should be represented by tools such as concept maps,and the CPFS structure should be improved.