High School Students Ability To Study Math Questions

The subjects of this study come from a senior middle school in Xi’an and they are divided into two classes:one is the experimental class, the other is control class. Firstly, a questionnaire is done to obtain information of subjects in relation to question-raising consciousness, question-raising ability and interest in learning mathematics. Statistical analysis by SPSS shows that there is no significant difference in two classes among the above three aspects and mathematical exam. Secondly, the relationship between the above three aspects and mathematical exam is studied. Besides, whether gender will influence the question-raising ability is also testified. Then,"teaching operation prompts in mathematical class" is propose according to the result of questionnaire, combining with the present available achievements of study on education and teaching. The above prompts are conducted in the experimental class with the aim of cultivating students’ question-raising ability and there is no special teaching treatment in the control class. Finally, another questionnaire is made to elicit students’response to question-raising consciousness, question-raising ability and interest in learning mathematics after two-months of teaching treatment.The SPSS is done to analysis whether there exists significant difference among question-raising consciousness, question-raising ability, interest in learning mathematics and mathematical exam in two classed after teaching treatment.The results of the study show that:1) The teaching treatment with the aim of cultivating students’question-raising ability can improve students’ question-raising ability, interest in learning mathematics and mathematics achievement.2) There is positive correlation ability and question-raising consciousness in senior school students, whereas the short-term teaching treatment can not enhance students’ question-raising consciousness.3) Gender makes no difference to question-raising ability for senior school students.On the basis of questionnaires, data analysis and teaching practice, the thesis puts forward the following five suggestions for teaching mathematics. 1) Stress the cultivation of students’question-raising consciousness.2) Consolidate students’basic knowledge on mathematics.3) Stimulate students’initiative to raising questions through creating teaching atmosphere.4) Treat the question-raising ability as one aspect of teaching assessment.5) Pay attention to the principle of lead-in via question.