A Study On The Status Quo Of Junior High School Students' Ability To Propose Mathematicaal Problems

The country has been pushing forward educational reform.Mathematics curriculum standards for compulsory education(2011)pays attention to “four basic qualities” ”four ability”.Educators must pay attention to the ability to ask question is one of “four ability”.First of all,the research of this paper through reading the ability to ask mathematical problems to put forward the relevant literature,then I determine the research topic.Based on Bloom's knowledge classification theory,this paper divides the mathematical problems proposed by junior high school students into four levels,respectively is the common sense question,the understanding question,the application question,the analysis question,these four levels are used as the ability of junior high school students to propose mathematical problems.The students of grade 7 and 8 in XinXiang M?N middle school are studied.The quantity and quality of their mathematical questions are studied through questionnaires.From the perspectives of gender,different grades,different classes in the same grade and different test questions,t test and variance analysis are carried out one by one with SPSS software,and the following conclusions are drawn:(1)By gender,girls are better at asking questions;(2)Seventh graders of different ages are better at asking questions;(3)The class with good grades in grade 7 is good at raising questions,there are no statistical significance in different classes of grade 8;(4)Seventh-and eighth-graders are better at asking questions about subjects they are interested in.Through the interviews with students and case analysis,the factors affecting students' ability to propose mathematical problems are summarized: academic performance,personality,learning interest,teaching mode and so on.Through interviews with teachers,it is found that teachers generally attach importance to students' problem-solving ability and think that the ability to raise questions is not easy to cultivate.Finally turn to the classroom,the present situation of the ability to raise questions in class is studied.Take students' questions as the theme and worked with several experienced teachers on the unit teaching design of triangle chapter,and has obtained remarkable effect in the actual classroom.Some suggestions on how to train students' ability to solve mathematical problems are given: the situation diversification,the teacher raises the question to penetrate,the question serialization and the quality.