Investigation And Research Of Junior High School Students' Ability To Pose Mathematics Questions

With the continuous development of curriculum reform,the country attaches more and more importance to the training of innovative talents.As the cornerstone of the development of students' creative thinking,problem-posing ability is both the basis and the key in the process of cultivating innovative talents.However,in the teaching of mathematics in junior middle school,teacher still pay too much attention to students' problem-solving ability,but pay less attention to students' problem-posing ability.So this paper mainly studies the performance of junior middle school students' mathematical problem-posing ability,which aims to carry out the requirements of the new curriculum standard and prepare for the training of innovative talents.In this paper,544 eighth-grade students from two middle schools in L city are selected as the research objects.The research methods involved are literature analysis,questionnaire survey,interview,classroom observation and case analysis.On the basis of the existing research,the questionnaire of problem posing and the test of problem-posing ability of junior middle school students are worked out.The test paper investigates the current situation of problem-posing ability of junior middle school students,and explores the relationship between gender,academic achievement and problem-posing ability.By analyzing the results of the investigation,the strategies of training students' ability of posing mathematical problems are given.The main conclusions are as follows:(1)At present,the general situation of junior middle school students' posing problems in class is poor.Students lack awareness of the problem and have a lack of value perception of the problem.And they are not active in asking questions in class and have the habit of solving problems after class.(2)Teachers do not teach students proper questioning methods,lack of awareness of developing students' problem-posing ability and so on are the main external factors that affect students' classroom questioning ability.Students lack the courage to pose problems,fear of being laughed at by classmates and so on are the main internal factors that affect students' classroom questioning ability.(3)The students' overall mathematical problem-posing ability is at the level of multistructure level.The types of questions raised by students are rich,but the number of innovative questions is minimal.And the more numerous problem types are generally at lower levels.(4)There is no significant difference between male and female students in their mathematical problem-posing ability.(5)The students with high scores in mathematics are relatively good at problem posing.Based on the research results of this paper,some teaching suggestions are put forward to cultivate and improve students' ability to propose mathematical problems: create appropriate question situations to stimulate students' desire for knowledge;actively interact in class to create a good classroom atmosphere;give full play to students' subjective role and enhance their confidence in asking questions;teach students' questioning methods to cultivate their consciousness of asking questions;improve students' mathematics knowledge level and cultivate their problem-posing ability;improve students' questioning ability and cultivate their divergent thinking.