Research On The Present Situation Of Questioning In Mathematics Classroom Teaching Of High School Students

"Ordinary high school mathematics curriculum standard(experiment)" points out that it is necessary to improve the ability of mathematics questioning.In the ordinary high school mathematics curriculum standards(2017 edition),another four abilities are quoted,namely,the ability of discovering,proposing,analyzing and solving questions from the perspective of mathematics.That is to say,great attention should be paid to the cultivation of the ability of asking questions in mathematics classroom of high school students.After all,it is more important to propose a problem than to solve a problem,which is the first step to be creative.In this way,students’ creative thinking can be stimulated.However,in the present high school mathematics classroom,more attention is paid to the cultivation of the students’ ability to solve problems.In mathematics classes,teachers often use the method of teaching combined with practice,while students tend to accept mathematics knowledge passively.It is difficult for them to ask questions.The dissertation mainly studies the status quo of the problems raised by middle school students in mathematics classroom teaching in senior middle school through literature analysis,classroom observation,and interviews,and explores and analyzes the influencing factors of high school students’ questioning in mathematics classes.The research work of this thesis is aimed at Chongqing I.In the branch schools in the middle school,high school students in Chenjiaqiao No.1 Middle School conducted a survey and analysis.First,we conducted related research on previous literature about high school students’ classroom questions;secondly,we recorded the status of classroom questioning among senior high school students of different grades and different levels through the classroom observation method,and initially understood the current situation of students’ problem awareness;Students’ interviews further identified the reasons why some students in mathematics classroom teaching could not raise problems.Finally,the analysis results obtained by the three research methods were summarized,somesuggestions were made for high school mathematics classroom teaching,and the final conclusions were drawn.After the study of this paper,the current status of students’ problems in mathematics classroom teaching in high schools is that the students who have not mastered the basic knowledge of mathematics in senior grades have shown their enthusiasm,problem awareness,and the number of questions raised.To be worse,students of lower grades and students who have not mastered the basic knowledge of mathematics perform worse in critical spirit and the quality of problem expression.There are four reasons that affect students’ questions:(1)There is not enough class time(2)The students have not mastered the basic knowledge of mathematics in high school.(3)The student’s fear of teachers.(4)The teacher’s teaching methods are relatively simple.In view of the above situation and reasons,the author has unearthed four corresponding teaching suggestions:(1)Desalination to assign people’s orientation,reasonable allocation of teaching time(2)To teach the method of asking questions,and to develop students’ ability to ask questions(3)Create a free and democratic classroom atmosphere and create an environment for asking questions(4)Focus on creating problem situations and inspiring students’ problem awareness.In short,the main purpose of this paper is to provide some relevant reference and suggestions for the teaching of mathematics classroom for high school teachers according to the results of the survey.