Cognitive Research On Students' Mathematical Problem Posing From The Perspective Of Situation

China's mathematics curriculum standard clearly points out that it is necessary to "pose mathematical problems",and the requirements for the improvement of students' problem-posing ability are implemented in the actual teaching.However,at present,the actual classroom is still dominated by problem solving,and there are relatively few problems,so students are not very clear about how to pose problems.According to the existing research,it mainly focuses on the teaching research of problem posing,the investigation of the current situation of problem posing,the evaluation methods of problem-posing ability,the comparison of teaching materials of problem posing,the training strategies of problem posing,the cognitive research of problem posing,etc.Among them,the cognitive Research of problem posing is relatively few.In addition,cognitive research of problem posing is of great theoretical and practical significance.By collecting relevant literatures such as "Mathematical Problem Proposition" of "CNKI" and "Springer",and sorting out and analyzing,on the basis of the concepts of "Mathematical Situation","Mathematical Problem","Problem Proposition" and "Mathematical Cognition",the situational perspective is determined.The cognition rais-ed by students' math problems consists of two parts: internal and external.External composition is the observation and analysis of the situation,the collection,selection and processing of the basic elements,basic attributes of elements,and the relationship between elements in the situation,and the use of cognitive strategies to express probl-ems.The internal composition is the process of situational information,resulting in cognitive conflict,forming problem awareness,choosing cognitive strategies,and con-structing the psychological structure of the problem.Based on this,through self-editing test papers,we will investigate and research the cognition of the students' problem posing,and deeply understand the difficulty,co gnitive strategies,representation methods,meaninglessproblems.Studies have shown t hat in order for students to ask more meaningful math problems using more complex c ognitive strategies,the semi-structured situation is better than the free and structured s ituations,but in the semi-structured situation,students' perception of the difficulty of t he problem is higher.Knowing to be improved.The questions raised in the free situati on are more divergent but meaningless,and the structured situation is not conducive t o students raising math problems.The way different situations are represented is relat ed to the way the situation itself is represented.There was no significant difference i n the performance of boys and girls in different dimensions in different situations.In addition,this study believes that we can improve students' cognitive level by improving students' subject knowledge structure system,cultivating students' understanding and perception of the structure of mathematical problems,and strengthening the training of students' mathematical problems.