A Study On The Influence Of Different Characteristics Of Problem Situations On The Mathematical Problem-posing Of Senior One Students

With the advancement and deepening of curriculum reform,students' problem-posing ability has attracted more and more attention.In today's education background,the importance of students' problem-posing ability is becoming more and more prominent.Problem-posing is not only related to problem solving,but also an important step in mathematical modeling,and it is an indispensable part of students' Core Literacy for Math.In the process of cultivating students' problem-posing ability,problem situation is an important carrier.In some researches,there are few researches on the influence of problem situation on students' mathematical problem-posing,and the researches at home and abroad mainly focus on the students in compulsory education stage,while the researches on senior high school students' mathematical problem-posing ability are few.This paper mainly focuses on the influence of different characteristic problem situations on students' mathematical problem-posing.The students of four classes in a senior high school in Shandong province were selected as the research object,and the comprehensive use of literature analysis,questionnaire survey,testing method,interviews method and other research methods.The main research contents are: the investigation and analysis of the current situation of mathematics problems posed by high school students;the overall analysis of the ability of high school students to raise mathematics problems;Students at different levels and different genders have the ability to raise questions and whether there are differences in the number,type,complexity,and originality of the questions,in order to gain a deeper understanding of the students' ability to raise questions,and then provide some feasible suggestions for the educators.The main conclusions of the study are as follows: the students can raise a lot of mathematical problems,the most of them are memory operation problems,the second is reflection expansion problems,and the least of them are understanding connection problems;the students' ability to pose mathematical problems is in the middle level as a whole;there are significant differences in the ability of students of different levels of classes to pose mathematical problems,but no significant difference between students of different genders;there are significant differences in students' ability to pose mathematical problems in different situations.In the internal and semi-structuredsituations of mathematics,the ability to put forward mathematical problems is higher,while in the life and other situations,it is lower and there is no significant difference;the number of questions raised in the mathematical internal situation is the largest,and the flexibility of questions raised in the mathematical internal situation,other situations and semi-structured situations is higher,more complex questions can be raised in the living situation,other situations and semi-structured situations,and more original questions can be raised in the open situation.Based on the above research and analysis,the author puts forward the following suggestions for the cultivation of students' mathematical problem-posing ability: change the concept of school,teachers and students;choose the appropriate problem situation;improve the mathematical cognitive structure of students;pay attention to the evaluation of students' questions.