Investigation And Research On The Relevance Of Geometric Problem Solving Level And Its CPFS Structure

In the 2011 Mathematics Curriculum Standards,students are encouraged to gain further development through junior high school and acquire basic skills,basic ideas,basic activities and basic knowledge.Improve students' ability to discover,present,analyze,and solve problems.From the new curriculum standards,we find that students should improve their application skills after mastering basic skills and basic knowledge.In the explanation of relevant concepts,teachers must pay attention to solving practical problems and realize that using mathematics is the starting point for learning mathematics.Home.At present,the application of mathematical concepts has achieved certain results,but most of these studies are theoretical research and lack of empirical research.Geometry is a discipline of mathematics that studies the relationship between the shape,size,and position of objects in the real world.It plays an important role in the cultivation of people's spatial ability.The geometric problem has both the characteristics of mathematics and its own unique characteristics.Whether in subsequent learning or in later real life,geometric problem solving will be of great importance.The status and geometry of the senior high school entrance examination is relatively large.In order to help the junior high school students to take the exam more effectively,it is necessary for teachers to understand the status quo and influencing factors of the students' geometric problem solving levelThis paper studies the level of solving geometric problems of junior high school students and discusses the factors that affect the geometric problems of junior high school students According to the concept map and CPFS structure,the cognitive structure test volume and the corresponding geometric problem solving test volume were selected.216 junior high school students were selected as the subjects to explore the current situation of students' cognitive structure and geometric problem solving.The students' cognitive structure and geometric problem solving level are different,and the relationship between the cognitive structure of the third grade students and the level of solving geometric problems is analyzedThis paper mainly uses literature analysis,questionnaire survey and interview method to conduct research.Through the research,the following conclusions are drawn:(1)The overall CPFS structure of junior high school students is in the middle and upper layers,and there are significant differences in the high,medium and low CPFS structure groups;(2)the overall geometric problem solving ability of junior high school students is at a medium level,and the total score of male and female students is tested.There were no significant differences and there were no significant differences between the boys and girls of the junior high school students in different groups;(3)The CPFS structure of junior high school students was significantly positively correlated with the level of geometric problem solving,with a correlation coefficient of 0.84.There is a significant positive correlation between the CPFS structure test volume and the problem of solving multiple choice questions,fill-in-the-blank questions and answer questions.(4)There are significant differences in the level of geometric problem solving for junior high school students in different CPFS structure groups.The more perfect the CPFS structure,the level of geometric problem solving for students The higher the scores of different genders of different CPFS structural groups in the third grade students,there is no significant difference between the geometric problem solving levels,and the CPFS structure has significant differences in solving the main influences of geometric problems.The innovation of this research is:using CPFS structure to detect the learning of geometric concept of junior high school students,to explore the relationship between students'geometric CPFS structure and the level of geometric problem solving.In addition,teachers'classroom teaching and students' after-school review are also given.Practical advice.