A Pedagogical Case Study Of Applying Problem Posing Into High School Mathematics Classes

Problem posing has long been an education issue at home and abroad and one of the important means to implement and motivate students to participate in in-depth mathematical thinking.In addition to improving students’ mathematical reasoning and related abilities in general sense,problem posing can also stimulate students’ interest in mathematics and creativity,improve mathematical communication and expression ability and cultivate cooperative learning ability.Therefore,it is an effective way to improve students’ ability to put forward and analyze problems from a mathematical point of view and mathematical communication and expression ability,and to turn passive learning to active learning and even lifelong learning.This research is divided into four stages:literature review,preparation plan,teaching practice and feedback collection.Starting with question researching,the author analyzes teaching cases,students’ feedback,interview results and teachers’reflections after class,and obtained following conclusions:First of all,the overall effect of integrating problem posing into high school mathematical class is quite favorable.In the teaching design stage,teachers need to improve the ability of selecting and processing mathematical knowledge.The teaching design is quite reasonable,which facilitates students to pose problems.During classroom practice,although students lack experience in posing problems,they are not stopped from participating in classroom discussion.Students are fond of the form of group cooperation in classroom teaching,enjoy the process of raising and improving problems through interpersonal communication and are willing to attend similar class.Secondly,from four aspects of scene creation,scene investigation,question posing and question sharing,the author puts forward relevant teaching enlightenment of integrating problem posing into high school mathematics classroom.Among the four aspects,scene creation and scene investigation aim to help students to look back on learned knowledge or to acquire new one,enrich questioning materials and experience the process of recognizing problems’ composition,identifying different problems and forming different problems.Besides,problem posing and sharing links focus on interaction between students and students as well as students and teachers.Hence,priority should be given to students’ independent thinking and exchange and discussion should be valued.This research starts with classroom and enriches relevant studies in the aspects of content selection,link design and classroom interaction.Certainly,the application scope,validity verification and other aspects are still weak and need to be further studied.Based on teaching practice and analysis,the author not only deeply realizes the interestingness,flexibility and effectiveness of integrating problem posing into classroom teaching,but also perceives the difficulty in maintaining similar class for a long time.Teachers need to cooperate with educators in the aspects of teaching concept and skills,so as to promote the long-term development of classroom teaching.Therefore,it can be seen that the research on integrating problem posing into mathematical classroom teaching is of potential value and worthy of in-depth exploration.