A Study On The Mathematical Problems Of Senior High School Students In The Context

The rapid development of information technology, represented by multimedia,computers and the Internet, makes today’s society gradually enter into theinformational age. Meanwhile, the school also follows to undergo enormous changes.In particular, the innovation of teaching model has become the core of change. Inorder to adapt to the needs of the times, the Flipped Class Model emerges andbecomes the focus of global education. In addition, the basic education curriculumreform of China’s new round has given high priority on mathematics problem posingin mathematics teaching. Problem posing occupies an important position in theinnovative mathematics education. To train the ability of posing problem will have theepoch-making significance. Scholars have done a lot of research on problem posingfor elementary and junior high school students. However, the study of high schoolstudents posing the mathematics problems in this new flipped class teaching model isrelatively small.Based on this background, the author proposed a research paper--the Researchon Posing the Mathematics Problem of the High School Students in the Flipped ClassModel. This study compares the strength of the consciousness of problem and thedifferences in ability about math problems posed by high school students in theFlipped Class Model and the Traditional Class Model. It aims to explore whether thisnew class teaching model has an promoting effect on the ability of high schoolstudents’posing math problems or not.Our exploration for the Flipped Class Model is still in its infancy. China hasn’ttried out in a large-scale. In this study, we select each two classes in the high Gradeone and Grade two as the experimental classes in Changle No.1middle school inShandong province. We also select each a class in the high Grade one and Grade twoas the control classes in an ordinary high school, which is in the similar level inChangle County, Weifang City. The questionnaires are distributed and are collected301copies, so that the recovery rate is100%. Basing on the results of the analysis inquestionnaires, I have drawn the conclusions as follows. Firstly, the overall consciousness of problem of high school students is weak inboth teaching models. The proportion of the students who have the strongconsciousness of math problems in the Flipped Class Model, is higher than that in theTraditional Class Model. And the consciousness of math problems of Grade two isgenerally better than Grade one in both teaching models.Secondly, the number of questions asked by Grade one is in a significantdifference in both teaching models. And the number of questions asked by thestudents in the Flipped Class Model is less. But the significant difference in thequality of problems posed is not obvious. The significant difference in the number ofproblems posed by Grade two is not obvious, which is more in the Flipped ClassModel. While the quality of the problems posed has a significant difference, it issignificantly higher for the students in the Flipped Class Model.Thirdly, with the grade increasing, the Flipped Class Model doesn’t make aninfluence on the number of problems posed by students. But it improves the problems’quality. The Traditional Class Model reduces the number of problems posed bystudents.And the quality of the problems posed also doesn’t change much.Finally, the Flipped Class Model has not an obvious effect on promoting orhindering the ability of posing problems for Grade one. The Flipped Class Model hasa significant role in promoting the ability of posing problems for Grade two.