Investigation And Research On The Ability Of High School Students To Pose Mathematics Questions

Mathematics problem-posing refers to the generation of new problems through the exploration of the situation or the re-explanation of the problem in the process of solving the problem.Mathematical problem-solving ability is one of the mathematics abilities that high school students must possess.It is also the cornerstone of the development of students' creative thinking ability.In the "Ordinary High School Mathematics Curriculum Standards(2017 Edition)",the ability to propose mathematical problems has become one of the important metrics for the division of students' mathematics.Therefore,the ability to pose good mathematical problems is not only conducive to improving students' core competence in mathematics but also an important way to develop students' creative thinking.It is of great significance to study students' mathematical problems and put forward the reform of high school mathematics.However,the existing research shows that the research on the ability of high school students to ask mathematics problems is scarce.Therefore,this study firstly combs the development of the related concepts and mathematical problems raised by the literature through the literature analysis method,and then analyzes the current main three.The evaluation method of questioning ability is summarized.Based on the combination of the "Standards of Senior High School Mathematics Curriculum Standards(2017 Edition)",the evaluation model of the ability to propose mathematics problems in high school under the new curriculum standard is determined.According to the evaluation model,this study carried out an empirical investigation on the mathematics questioning ability of high school students.The empirical part first developed the mathematics problem-solving ability covering the five major themes of high school mathematics probability and statistics,solid geometry,function,analytic geometry and mathematical modeling.The objective test volume and the subjective cognition survey volume for the purpose of investigating the background of students' questioning ability development,followed by the mathematics questioning ability test for about 200 students in the four classes of the top two general high schools in KS.Then we get the following research results:(1)The overall problem-posing ability of students is at the level of multi-level structure.The mathematics questioning ability of the three themes of function,probability and statistics,and mathematical modeling is general,the questioning ability of the three-dimensional geometry topic is good,and the ability to solve geometrical topics is poor.(2)The types of questions asked by students are relatively rich,but the types of problems that are relatively large are generally low.(3)The number of innovative questions is extremely small,but the level of other topical innovations is higher than the topic of analytic geometry.When analyzing the subjective cognition survey,students can find that students generally have a lack of confidence in their ability to propose mathematics problems.There is a big difference in the understanding of mathematics problems and problem solving.In the daily teaching activities and life practice,there is a lack of mathematics problems.Raise the ability to develop.Based on the research results of this paper,the author gives the following suggestions:attach importance to the cultivation of students' logical thinking ability;pay attention to the original teaching of mathematics knowledge;and closely combine mathematics knowledge with life practice.In this way,students can form a good way of thinking about mathematics problems and cultivate their core literacy and innovation ability.