A Study On The Influence Of Non-intellectual Factors On The Ability Of Junior High School Students To Ask Mathematical Questions

The main purpose of education is to cultivate innovative talents for the society.The first step in cultivating innovative talents is to cultivate students' ability to pose questions.The Ministry of Education has implemented the "question posing" in the Mathematics Curriculum Standard for Compulsory Education 2011,requiring students to "preliminarily learn to find and question posing from the perspective of mathematics,comprehensively use mathematical knowledge to solve simple practical problems,enhance application awareness and improve practical ability".It takes improving students' ability to find and pose questions from the perspective of mathematics as the objective in the Mathematics Curriculum Standard for Ordinary Senior High Schools 2017,which also takes posing questions as the main performance of the six core qualities.Therefore,it is one of the basic ways to implement our curriculum standards to cultivate students' ability to pose mathematical questions.Among researches on the ability to pose questions at home and abroad,there are mainly the discussion of the relationship between the question-posing and the question-solving,the research on the cultivation strategy of question-posing,the research on evaluation of ability to pose questions and the research on influencing factors of the ability to pose questions.As for influencing factors of the ability to pose questions,most researchers at home and abroad only consider the influence of students' intelligence factors on their ability to pose questions,and the research on the influence of non-intelligence factors is relatively scanty.In view of this,this study,from the perspective of non-intelligence factors of junior high school students,explores the relationship between various dimensions of non-intelligence factors(learning interest,learning motivation,learning habits,learning beliefs,learning anxiety,self-efficacy)and the ability of junior high school students to pose mathematical questions mainly using the methods of literature analysis,questionnaire survey,interview and case analysis,and proposes the teaching suggestions on cultivating the students' ability to pose mathematical questions according to the investigation status quo and the analysis of the influencing factors on the ability to pose questions,and finally designs to carry out the teaching practice using "Merge Similar Items" in the seventh grade mathematics textbook,so as to cultivate the students' ability to pose mathematical questions,develop the students' innovative ability and realize the real purpose of education.In the investigation,it finds that:(1)the non-intelligence factors of junior high school students in Duyun are generally above the average level;(2)The mathematical question-posing ability of junior high school students in Duyun is at a medium level;(3)There is a significant positive correlation between non-intelligence factors and mathematical question-posing ability.There is a significant positive correlation between the learning interest,learning motivation,learning habits,learning beliefs,learning anxiety,self-efficacy and the mathematical question-posing ability,among which,the self-efficacy has the highest correlation,followed by learning habits,learning interests,and finally learning beliefs.In the interview,it finds that most junior high school teachers in Duyun will require students to pose mathematical questions in math class,however,due to the reasons such as students' character,teachers' guidance and teaching environment,students have questions but "dare not ask".Based on the results of investigation and interview,this study proposes the following five teaching suggestions:(1)Cultivating students' interest in learning and improving their ability to pose mathematical questions;(2)Making good use of encouraging language to stimulate students' learning motivation;(3)Cultivating good study habits and strengthening students' ability to pose mathematical questions;(4)Establishing positive beliefs and cultivating students' ability to pose mathematical questions;(5)Easing learning anxiety and guiding students to pose mathematical questions;(6)Correcting self-efficacy and improving students' classroom participation.Finally,the feasibility of teaching suggestions is verified based on the results of data analysis and guided by teaching suggestions,through the comparative analysis of heterogeneous teaching videos for the same subject and the analysis of classroom records.