A Case Study Of The Impact Of "Speaking Questions" On Mathematical Problem Solving Ability Of Junior Middle School Students

Problem-solving teaching is an important part of teaching.Problem-solving ability is related to the quality of mathematics learning.Under this circumstance,a case study is conducted on the impact of junior high school students' "speaking questions" on mathematics problem-solving ability.The requirements of the new curriculum standards reflect the mainstay of students 'learning and methods of improving students' ability to solve problems.The following two problems are studied by adopting case studies,questionnaire testing,and observation methods for the students in the third and third grades:(1)What effect does junior high school students ' "speaking questions" have on their ability to solve math problems?(2)What is the impact of junior high school students' "speaking questions" on their non-intelligent factors that motivate their motivation,learning habits,and interests to learn mathematics?Teachers show students questions Process,students imitate the question.The teacher guides the students to speak the question using the "self-questioning" questions in the Polya problem solving table,and evaluates the students in a timely manner.The results of the research on the effect of "saying questions" on junior middle school students on the ability to solve mathematical problems as follows:(1)Impact on the ability to examine questions: By speaking,students can develop the ability to find keywords in the questions,so that they can further find the hidden conditions in the questions,not just the reading questions.(2)The impact on the ability to analyze problems: from "intuitively" doing the problem to knowing how to analyze the problem according to the conditions in the problem to mastering the method of analyzing the problem.These advancements are all brought about by improving the ability to "speak"(3)Impact on logical thinking ability: From solving a problem to solving a type of problem.This change not only deepens the depth of the logical thinking of the questioner,but also broadens the breadth of its logical thinking.(4)The impact on mathematics language expression ability: Junior middle school students' "speaking" can improve the accuracy of mathematics language expression ability.From the process of "speaking",it can be seen that the mathematics language expression of the questioner can gradually change from "Vernacular" To use mathematical "terms".(5)Impact on computing power: Although the correctness of the results of differentquestions,the flexibility of the method and the sensitivity of the speed of making questions have not been significantly improved,the computing power of the same type of questions has been improved.(6)Impact on the ability to reflect: from scratch to deeper.The content of reflection is more and more rich,comprehensive and profound,indicating that its ability to reflect has been improved.(7)Influence on non-intellectual factors: Junior middle school students ' "speaking" has cultivated students' strong interest in mathematics learning,correct mathematics learning motivation,and developed good learning habits in mathematics.Relevant suggestions are given according to the research conclusions: First,use students' "speaking questions" to improve students' problem-solving skills.Second,teachers improve their comprehensive quality and put teachers' "speaking questions" ability in the same way as other teaching abilities Important position.Third,teachers should combine the connotation training of problem-solving ability when developing students' ability to speak questions.Fourth,students should start training and track the questions brought by students in the seventh grade or even lower grades.influences.