Mathematical Problem Posing Of Classroom Teaching And Research In High School

Innovative culture is the basic task of modern mathematics education should be reflected in mathematics teaching and learning process. Students to identify problems and questions are the basis of innovation. The problem is that the source of the development of mathematics, mathematics is the basis of innovation, the mathematical problem can lead to deep thinking, the problem can be found in new ideas. Our researchers to questions and issues raised Connotations and receive special attention in the mathematics classroom, most are concentrated in speculative demonstration phase, and a solid understanding of the schools, the researchers investigated the relative neglect of the actual state of implementation. Overseas Research on classroom teaching of mathematics questions raised rich, and our empirical research articles related to math problems in the classroom is also less. In this study, some of the work done and the following conclusions:First, through literature research, raise the core concepts of high school math problems presented the background and the problems of classroom teaching, math problems, the issues raised.Secondly, according to the strength of the relationship between high school mathematics classroom issues raised student activities, build a mathematical questions raised five level system of classroom teaching. According to the classroom five level system issues raised by the form of questionnaires and interviews, surveys of high school mathematics teaching issues raised by teachers and how the activities? The main issue raised is that level is better? Is to achieve independent learning, cooperative inquiry, identify problems and issues raised educational philosophy, teachers tell students to listen or follow the way of teaching?Third, through interviews, questionnaires, random lectures, case studies and other tests and teachers to compare the differences in the classroom teaching math problems raised, for different levels of students in mathematics questions raised awareness, attitudes and factors and other comparative analysis; teachers of different schools of understanding mathematical problems raised by the situation, guiding classroom situation and external factors that affect learning horizontal contrast. The results of their study are: teachers and students tend to teachers and students to explore the issues raised teaching style; large differences in the performance of students in mathematics is not much difference between the issues raised; teachers play a key role in guiding students to ask questions during the. Outstanding students prefer to receive a direct explanation of teachers; moderate students and poor students would like more encouragement and support from teachers; who "wait and see" attitude classroom teachers from different schools of mathematical problems raised hopes for more guidance; many students "problem" allowed to grasp that the questions may be less "fit"; the impact of external factors also hinder student questions raised questions posed the biggest "bottleneck."Fourth, in the case study of the issues raised in the classroom, the students good awareness of the problem or the problem-solving and problem solving after the conduct, students can conduct "imitation" raise some math problems; teachers use in teaching "problem " Driver education, the use of " problem string " complete the task of teaching, that " problem string " and " serial mode", "parallel mode " and " hybrid model " for students to understand and ask questions to build a good platform.Fifth, the issue raised by "teaching" and "learning", the student should be able to ask questions, teachers can’t do without "metacognitive guidance language," the guide, the students’ metacognitive training "to effectively promote student Classroom questions. The top three factors from nine to mathematical problems raised, after the presentation of mathematical problems and mathematical issues raised were portrayed metacognitive theory. Concluded that: outstanding student math problem metacognitive overall ratio of Medium(poor students) better, the best students in individual knowledge, task knowledge, planning and regulation, such as meta-cognitive factors than Average- more likely to occur in these areas. Secondary students and poor students in the policy, not as good as the top student reflection and regulation of strong secondary students and poor students to ask questions and express when problems do not exhibit the characteristics of self-confidence. After training in metacognitive experience for students in the issues raised, secondary students and honors is not much difference. Average- the issues raised in the attitude of easy to be successful experience, honors in addition to the questions, but also other factors to consider other people, such as how to solve, such as whether it is reasonable, considering the poor secondary students in this regard.