The Research On Application Of Function Review Strategy In Senior High School Based On CPFS Structure

The General High School Mathematics Curriculum Standards(revised 2020,2017edition)(hereinafter referred to as the new standards)clearly pointed out that the content of the high school mathematics curriculum should highlight the four main lines of functions,geometry and algebra,probability and statistics,mathematical modeling and mathematical investigation.As the first of the four main lines,function occupies a very large proportion in the mathematics of the college entrance examination,and is a compulsory content in the mathematics paper of the college entrance examination every year.According to statistics,in previous years,candidates have a relatively high rate of losing points in the function part in the functions section of the college entrance examination in mathematics.Therefore,it is particularly important to find an effective function review strategy.In 2002,Professor Yu Ping originally put forward the theory of mathematical CPFS structure integrating knowledge and methods,and argued that the CPFS structure is a unique cognitive structure of mathematics with excellent properties,which can help students understand mathematics from multiple backgrounds,perspectives and levels,and is an effective method to improve the effectiveness of high school function review.This paper applies the CPFS cognitive structure theory,takes the content of the main line of functions in the new textbook of Beijing Normal University as the carrier,and takes senior three students as the research object to conduct a special research on the function review strategy in senior high school,through student questionnaires,tests and teacher interviews.Based on the current teaching situation of function review in senior three,analyze the reasons for the poor level of function review of senior three students,and propose a teaching strategy for senior function review based on CPFS structure:1.Before reviewing,find the "breakpoint" between function knowledge through CPFS structure detection;2.Guide students to improve the CPFS structure of functions during review,including multi-angle strategies,variant strategies,and problem chain strategies;3.Check the CPFS structure of the reinforcement function in time after review.In order to verify the scientificity and effectiveness of the proposed review teaching strategy,a teaching case of the review of the senior three functions was designed,and two classes with similar grades were selected to carry out classroom teaching experiments.By comparing and analyzing the pre-test and post-test scores of the experimental class and the control class,the study found that the experimental class after the function review strategy teaching based on the CPFS structure was significantly better than the control class.The research results show that the high school function review strategy under CPFS structure can help students master the function knowledge system to a certain extent,transform the function knowledge structure into the cognitive structure of function,improve students’ cognitive ability,and have guiding significance for front-line teachers to carry out function review teaching.