Research On The Teaching Of Mathematical Concepts Under The Integration Of CPFS Structure And Variant Teaching

With the continuous development of curriculum reform in the new era,the teaching of mathematical concepts has increasingly become an important carrier to achieve the landing of core literacy,and the concept of function as one of the main contents of high school mathematics has naturally attracted widespread attention.Under the guidance of the concept of curriculum education,promoting students’ understanding of the essence of function concept has become the primary goal of function concept teaching,which is the difficulty of function concept teaching.The CPFS structure proposed by Professor Yu Ping based on students’ mathematical learning psychology and the variant teaching proposed by Chinese scholars based on traditional teaching experience are effective ways to achieve students’ in-depth understanding of concepts.Since the "dual principle" of mathematics education points out that teaching should pay attention to "teaching and learning correspondence",integrating CPFS structure and variant teaching into the teaching of mathematical concepts at the same time can effectively help students build conceptual networks and improve the teaching effect of mathematical concepts.In this study,literature research,experimental research,survey research and other methods were used to study the teaching of mathematical concepts under the integration of CPFS structure and variant teaching.Firstly,the research status of CPFS structure,variant teaching and its integration in mathematical concept teaching is sorted out through literature,the relevant theoretical basis is clarified,and the current status of function concept teaching in high school is investigated through students and teachers.Secondly,based on the above content,the feasibility of this study is discussed from the theoretical and practical perspectives,and guided by cognitive development theory,Madden variation theory,recent development area theory and meaningful learning theory,the strategy of teaching mathematical concepts under the integration of CPFS structure and variant teaching is proposed,and based on this,a mathematical concept teaching model under the integration of CPFS structure and variant teaching is constructed.Thirdly,under the guidance of the constructed teaching model,the teaching case design of the two sections of the function part is carried out;Finally,the case design is carried out in a teaching experiment,and through the comparison of pre-and post-test results and mathematical understanding level,whether the teaching model promotes students’ in-depth understanding of mathematical concepts,and the questionnaire and interview outline are used to analyze the attitudes of students and teachers to the model,and the teaching model is further improved.This study preliminarily obtained the following conclusions: First,based on the theoretical analysis and the analysis of survey results,it is found that the teaching of mathematical concepts under the integration of CPFS structure and variant teaching can promote the mutual promotion of teaching and learning,solve practical teaching problems,and have feasibility,and the teaching model of mathematical concepts under the integration of CPFS structure and variant teaching is based on "original CPFS structure determination,variant stratification,CPFS structure growth,variant implementation,CPFS structure consolidation,variant evaluation" as the branch line,through pre-teaching analysis,teaching preparation,The four stages of teaching process and teaching evaluation realize students’ meaning-building and in-depth understanding of mathematical concepts;Second,after designing teaching cases and experimenting with the teaching model,based on the comparative analysis of the results of the before and after tests and the analysis of the mathematical understanding level of students in the experimental class and control class,it is verified that the teaching model can promote students’ in-depth understanding of mathematical concepts.Third,through questionnaire surveys and interviews,it was found that teachers and students have a recognition of the teaching model,agree that the teaching model has practical effects,and are willing to continue to use the teaching model for teaching.However,due to insufficient teaching practice conditions and time,the depth and breadth of this research still need to be further explored.