Research On The Current Situation Of High School Students' Ability To Propose Mathematical Problems

Nowadays,with the change of times,innovation,as one of the core competitiveness of international competition,has a very important position,and the cultivation of innovative talents in China is imminent.The 2017 edition of the curriculum standards for ordinary high school mathematics further emphasizes the improvement of students' ability to ask questions on the basis of the original overall objectives of the curriculum.As the main way to train students to think independently,dare to question and stimulate students' innovative spirit and consciousness in mathematics education,problem raising has become more and more important with the development of The Times in mathematics education.In this study,we have understood the status of the research on mathematical problems,determined the connotation of mathematical problems and the requirements of mathematical curriculum standards for mathematical problems through the collection of literature.Then,according to the relevant literature and the requirements of the new curriculum standards,a questionnaire on the present situation of high school students' questions was prepared from the cognitive component,emotional component and behavioral component,from the three dimensions of number and algebra,figure and geometry,statistics and probability,the paper has compiled the ability test paper about the present situation of high school students' problems.Finally,the study used EXCEL and SPSS for statistical analysis of the recovered questionnaires,and the following conclusions were drawn:At present,the problem raising ability of senior high school students is in the middle level.Students have a good understanding of the importance of problem raising for mathematical learning,but they are poor in questioning ability,and they rarely ask questions in the learning process.As for the ability to raise questions,the number of questions raised by students is good,the types of questions raised are average,and the novelty of questions raised is poor.Based on the conclusions of the study,the following countermeasures are proposed: First of all,teachers stimulate students to ask questions around the situation by giving them some appropriate situations to promote the bud of their problem awareness.Secondly,it is suggested that students ask questions in relation to the reality of life so as to enhance their ability to ask questions.Then,the teacher guides the students to use scientific methods to raise questions and further standardize their questioning methods.Finally,students are encouraged to evaluate and communicate with each other on the problems raised by themselves and their peers,so as to complete their reflection on the problems and further improve the problems.By improving the classroom environment,creating appropriate situations,stimulating students' interest in asking questions and other measures,teachers can help students build their confidence in learning mathematics and improve their ability to ask mathematical questions.