Study On The Obstacles And Countermeasures Of Junior Middle School Students’ Questioning Learning Of Mathematics

As an ancient saying goes,"Learning is valuable,but learning requires doubt".Meaningful mathematics learning activities should not only enable students to "answer" but also "ask".Questionnising is the expression form of learners’ positive thinking and the source of the light of creativity."Question is the heart of mathematics",the ability to put forward valuable mathematical questions is an important indicator to measure students’ mathematical questioning learning level,questioning is the result and form of expression after deep thinking,dare to question,can further stimulate creativity,questioning ability is the new era for talent training requirements.However,the development of junior high school students in all aspects has not been improved,and the characteristics of weak self-control are especially existing,so there will be some obstacles in the process of questioning learning.How should teachers dredge the obstacles,what measures should be taken to improve students’ questioning level and guide students to better development?In order to study the obstacle of mathematics questioning learning of junior high school students and the countermeasures to better guide the mathematics teaching,this paper will image this problem.Firstly,the obstacles of math questioning learning of junior high school students are divided into family influence,grade,problem situation,peer influence,teacher level and student level.The students’ questioning level is measured by three dimensions: questioning consciousness,questioning ability and questioning behavior.Then,a questionnaire was developed to carry out an empirical analysis on the factors affecting math questioning learning disabilities of junior high school students.Based on SPSS and Stata,the correlation analysis was conducted on the above mentioned six levels of obstacles and students’ questioning level.It was found that the factor of "peer influence" had no significant correlation,so it needed to be eliminated.Therefore,this paper will study the obstacles and causes of math questioning learning of junior high school students from the following five perspectives: teachers,students themselves,grades,family factors and problem situations.Based on constructivism learning theory,Gardner’s theory of multiple intelligence,metacognitive theory and other modern education theory,in view of the junior high school students learning mathematics question type of disorder as well as the causes of the disorder,according to the characteristics of the mathematics and students’ actual situation,proposed the corresponding solution countermeasures,first of all,create suitable situation,stimulates the student to the heart of the question to.Second,teachers should improve their professional quality.Third,the professor questions the method,guides the student to question efficiently.Fourthly,family,school and community should form a joint educational force to evaluate students from all aspects and improve their questioning ability.Fifth,students actively mobilize their own non-intellectual factors to promote the smooth development of mathematics questioning learning.Make students in the kingdom of mathematics,do their own masters,not only feel the cultural value of mathematics,but also improve their ability.