The Study On Students' Raising Mathematics Questions In Senior High School

In the course of math learning of senior high school students, the questioning coming from the students is of great importance. Student questioning contributes to students' lifelong development, incarnates the idea of new curriculum reform and helps to the innovation of teaching and learning. This thesis studies the problems coming forth during the course of math learning. And the problems are as follows: (1) What is the status quo of different types of senior high school students during the process of math learning? (2) What are the main factors which can influence the questioning of students? (3) What do the teachers think of the student questioning? How to deal with the questioning from the students? (4) What are the strategies for cultivating the students' ability to question in and after class? The purpose of this thesis is to find out the status quo of student questioning and carry out a reach into cultivating the strategy of student questioning.The writer carries out some investigations: (1) Carrying out a questionnaire among 554 students about the questions raised by students during the learning of math; (2) Carrying out a questionnaire among 10 teachers about the questions raised by students; (3) Taking notes of all the questions, which are raised by the students taught by the writer during the two months. (4) Making a survey of the reading in math classes of 51 students; (5) Adopting the way of using questioning exercise book to ask different types of students to record the questions for a month; (6) Writing down the conversations between the teacher and the students on purpose, summarizing and analyzing the strategies for developing the students' ability to raise questions.Here are the main results of the study:(1) The questionnaire of the students indicates: the essence of questioning is communication; different sorts of questions reflect different levels of comprehension; it is necessary to ask some difficulty reduced questions; student ask questioning without the guidance of metacognition.(2) The questionnaire of the students indicates: whether the students will ask question in class or after class depends on the time, which is the main factor; the factors which will affect whether the students will ask or not are: learning habits, learning psychology and the evaluation from the teacher.(3) The records of the questions after class indicates: questions raised by the students make a contribution to the marks of the whole class, but as for the individual, it all depends.(4) The survey of the reading in math classes indicates: the most important factor that will affect the students' behavior in class is comprehension; the education of metacognition is necessary for the students.(5) The study of the questions recorded in the questioning exercise books of different types of students indicates: There are some factors that can affect the positivity of asking questions, such as the demand made by the teacher, the way to deal with the questions, the content of learning, the teaching method, and field effects. According to the results mentioned above, the writer sets up a systemic training system with the purpose of developing the students' questioning consciousness and ability. The system include: (1) Concepts: equality is the medium of questioning; improving the questioning levels of comprehension is the aim; during the process of questioning, metacognition is used as the guide. 2) Instruments: students' exercise book for questioning, teachers' teaching notes after class. Good evaluation instruments lead to better questions. 3) Education fulfillment: first, when to questions is the key; second, "good questions" can be used as the growth point for innovative education.