A Practical Study On Teaching Through Mathematical Problem Posing In Junior Middle School

Problem posing is not only an important source of scientific development,but also an important way of cultivating innovative consciousness.Mathematic education should pay more attention to train students' ability of posing mathematical problems.Mathematical problem posing teaching is a kind of teaching activity aiming at cultivating students' ability of posing,analyzing and solving mathematical problems.It can cultivate students' ability of posing mathematical problems effectively.In this study,we used questionnaire,interview,measurement,classroom video observation and other research methods to explore the mathematical problem posing teaching.The purpose of this study is to explore the difficulties encountered by teachers in teaching practice and the impact of teaching on students.It can provide empirical reference for the teaching practice of posing mathematical problems in China,and also provide operability suggestions for Chinese math teachers to carry out the mathematical problem posing teachingThe main research work is as follows: we designed detailed teaching plans,teaching evaluation questionnaires and other related materials based on relevant literature on teachingmathematics problems before the formal practice of mathematical problem posing teaching.We made “Middle School Students' Ability Test Volume” and “Questionnaire for Junior High School Students' Mathematics Learning Interest” as the study tools.In addition,we used the video to record the mathematics problems in class teaching practice and organized self-reflection after each lesson into text material.Finally,we discussed and analyzed the results of teaching practice by integrating test results,teaching videos,reflective texts and interview materials,the main conclusions are as follows:1.Teachers do encounter some dilemmas in mathematical problem posing teaching practice.For example,the teacher's teaching content is inconsistent with the mathematics problems posed by the students;it is difficult for the teachers to coordinate group discussions and individual independent thinking;the teachers' teaching knowledge of mathematics problems conflicts with specific practices;the experience of posing mathematical problem is different between teacher and student.Combining specific practice and reflection,we provided specific countermeasures for each dilemma.2.Mathematical problem posing teaching has an impact on students' mathematical learning interest,ability to posemathematical problems and perceptions of mathematical problem posing teaching.We divided mathematics learning interest into stimulated interest in situation,maintained interest in situation and individual interest.There is no significant difference in students' mathematics learning interest on the whole,but there is significant difference in the factor of stimulated interest in mathematics situation,which indicates that carrying out mathematical problem posing teaching may improve students' interest in mathematics learning.In addition,students' ability to pose geometric mathematical problems and algebraic mathematical problems has been improved through the mathematical problem posing teaching.They can express their own questions more,the number and difficulty of question has been improved.Students' perceptions of mathematical problem posing teaching have also changed.Students can recognize the importance of putting forward mathematical problems correctly.About 53.19% of the students prefer to put forward mathematical problems through group discussion.Most students look forward to participating in mathematical problem posing teaching,Only 2.13% of the students don't expect.