Research On The Correlation Between The CPFS Structure Of High School Students And The Ability To Pose Mathematical Problems

CPFS structure is an excellent mathematical cognitive structure first proposed by Professor Yu Ping in 2003,which includes four aspects: concept domain,concept system,destiny domain and propositional system.The ability to raise mathematical problems is one of the ‘four abilities' put forward in the 2017 edition of ordinary high school curriculum standard,which plays an important role in cultivating students' innovative ability.The author finds that there are some associations between the two through literature combing.In order to further determine the internal relationship,this paper will study the correlation between the two.Based on the knowledge background of high school trigonometric function,this paper adopts the research method of combining test method and interview method.First compiles two sets of test questions to measure the high school student's CPFS structure and the mathematics question raising ability score separately,uses the SPSS23.0 data analysis software to carry on the analysis to both present situation and the correlation,obtains the following conclusion:(1)The overall level of CPFS structure of high school students is not high,the level of boys is slightly higher than that of girls,and there is no significant difference in the three grades.(2)High school students' ability to raise mathematical questions is low in general.The ability to raise questions is divided into three dimensions: quantity,quality and novelty.There is no significant difference in the ability to raise mathematical questions in different grades between boys and girls.(3)There is a significant positive correlation between the CPFS structure of high school students and their ability to raise mathematical problems and the dimensions.A reliable linear regression model can be established for high school students CPFS structure score,ability score and each dimension score.According to the results of the questionnaire,6 representative students were selected to interview,and the study found that the students' emotion and motivation of mathematics learning were insufficient;the students in the high-level group combed knowledge thinking deeper,more methods and more frequency;most students had insufficient understanding of the value of asking questions,and teachers could not or rarely provide the opportunity to ask questions;all respondents believed thatunderstanding and combing mathematical knowledge had a positive impact on the questions raised.Finally,according to the conclusion of the study,some suggestions are given to teachers and students.(1)Suggestions for improving student CPFS structure:(1)Create problem situations to help students understand the internal conne ctions of knowledge and promote the automatic generation of CPFS structures.(2)provide inquiry opportunity,cultivate students dare to question the ability of reflection,promote self-construction of CPFS structure.(3)stimulate mathematical thinking,form students' overall understanding of mathematical habits,and promote the conscious improvement of CPFS structure(2)Recommendations for improving the ability to present mathematical problems:(1)Based on CPFS structure,students are trained to raise questions from t he perspective of mathematical development.(2)Based on the CPFS structure,students are trained to use the whole thi nking of mathematics.(3)Based on CPFS structure,students are encouraged to think from the pe rspective of multidimensional mathematics.