Research On The Correlation Between The Level Of Plane Vector CPFS Structure Of High School Students And The Ability To Ask Mathematical Question

CPFS structure which was first proposed by Professor Yu Ping in 2003,is an outstanding mathematical cognitive structure.It is composed of concept domain,proposition domain and concept proposition system As one of the "four abilities",the ability of raising mathematical problems is proposed in the 2017 edition of the curriculum standard for ordinary high schools(revised in 2020).Based on the plane vector knowledge of high schools,this paper compiles the CPFS structure level test paper and the ability test paper of raising mathematical problems respectively,counts the scores of students,and uses spss24 0 data analysis software analyzes the current situation and correlation between the ability of raising mathematical problems and the structural level of CPFS.The results are as follows:(1)The overall level of plane vector CPFS structure of high school students is medium,and the CPFS structure level of boys is more perfect than that of girls.In the high school and low CPFS structure group,there is significant difference in plane vector CPFS structure between boys and girls in the high level group,but there is no significant difference in the middle and low level group.(2)Senior high school students' ability to raise plane vector mathematical problems is weak.The ability to raise mathematical problems is divided into three dimensions: quantity,type and novelty.Most students are at the medium level in the type dimension and at the low level in the novelty dimension.Some students are very creative There are significant differences between men and women in mathematical dimension and vector type.(3)There is a significant positive correlation between high school students' plane vector mathematics problem-solving ability and each sub dimension and the level of CPFS structure.We can draw a conclusion according to the research(1)Improve the plane vector CPFS structure level of senior high school students:(1)Create problem scenarios,reveal concepts and propositions from multiple angles,and promote the automatic generation of CPFS structure(2)Stimulate mathematical thinking,establish the relationship between concepts and propositions,and promote the conscious improvement of CPFS structure(3)Provide students with opportunities to explore,dig deep into the essence of concepts,and promote the independent construction of CPFS structure(2)Improve senior high school students' ability to raise plane vector mathematical problems:(1)Based on CPFS structure,students are encouraged to ask questions from a multidimensional perspective(2)Based on CPFS structure,cultivate students to ask questions from the perspective of development(3)Based on CPFS structure,train students to think with divergent thinking...