A Study On The Relationship Between The Geometric Cognitive Structure And The Ability To Ask Questions Of Junior High School Students

The process of learning is the process of forming,changing and perfecting the cognitive structure,Cognitive structure is not only the basis of this learning,but also the starting point of the next learning.One of the final result of learning is that students can find,propose and solve problems,and generate new problems on this basis.Problem raising ability is a kind of important mathematical ability.Based on the analysis of the existing studies on cognitive structure and problem posing ability,focusing on the area of geometry content,this paper investigates the development of geometric cognitive structure and problem posing ability of junior high school students from Shanxi Province,and the relationship between cognitive structure and problem posing ability is explored.The main conclusions of the study are as follows:First,there is a great difference in the level of geometric cognitive structure of junior high school students,and there is no significant difference in the performance of male and female students.However,according to the results of descriptive statistics,the average value of girls is slightly higher than that of boys.Girls are more likely to be in the high cognitive structure group and the low cognitive structure group,while boys are more likely to be in the medium cognitive structure group.Second,the third grade students perform differently in different situations.They perform better in open and semi-structured situations,but worse in structured situations.There were significant differences in the number,type and novelty of questions raised in the three scenarios.There is no significant gender difference in students' question raising ability.Third,there is a significant positive correlation between the geometry cognitive structure and the problem posing ability of Grade 3 students.Fourth,there are significant differences in the performance of different cognitive structure groups.The scores of low cognitive structure group are lower,the scores of middle cognitive structure group are medium,and the scores of high cognitive structure group are relatively higher.In the open situation and semi-structured situation,there are differences in the performance of high,middle and low cognitive structure groups In the structured situation,there is a significant difference between the high cognitive structure group and the middle and low cognitive structure groups,but there is no significant difference between the middle and low cognitive structure groups.In terms of the number and types of questions,there are significant differences among the high,medium and low cognitive structure groups;in terms of the novelty of questions,there is no significant difference between the middle and low cognitive structure groups.Fifthly,there are significant differences in cognitive structure scores among the students in different question presentation groups.That is,the cognitive structure score of the low question presentation group was low,the medium question presentation group was medium,and the high question presentation group was relatively high.Sixth,the level of geometry cognitive structure of junior high school students has a predictive effect on their problem posing ability,and the cognitive structure has a33.6 percent explanatory power to the problem-proposing ability.The regression equation between problem posing ability and cognitive structure is Y=0.079 X + 4.317(Y means cognitive structure score,X means problem posing score).Based on the results of this research,teaching suggestions are put forward:Advancing teaching with question raising;Holistic teaching,systematically looking at the problem;Variety of teaching,thinking about problems from multiple angles.