Research On The Cultivation Strategies Of Students' Problem-making Ability In Junior High School Mathematics Review Class

Today’s society has entered the era of knowledge economy,innovative talents and all-round development talents have become important basic talents for social development,national progress and improving core competitiveness.As an important part of education,mathematics education is the main way to cultivate students’ innovative consciousness and ability,and problem posing is the basis of cultivating students’ innovative consciousness and ability.Therefore,the cultivation of problem posing ability should be reflected in the process of mathematics teaching and learning.Problems are the source of mathematical development and the basis of mathematical innovation.Problems can find new ideas,and mathematical problems can lead thinking to the depth.But the current literature on the junior high school students’ ability to put forward the problem is relatively scarce,most of the research is concentrated in the speculative argumentation stage,and in-depth school to understand and investigate the actual implementation of the research is relatively ignored.The cultivation of problem posing ability is more and more important.How to break the original phenomenon of emphasizing problem solving but neglecting problem posing and promote students’ problem posing ability is very important.The central link of paying attention to the cultivation of problem posing ability in teaching is to put students’ questioning and problem posing behavior throughout the teaching process.Therefore,what kind of "questions" can make students learn better,how teachers should guide students to "ask questions",how to give students more opportunities to "raise questions" in class,and how to use the "questions" to promote teaching are all important factors that directly affect the teaching effect.In this paper,through literature analysis,the research status of cultivating the ability of raising questions and the review class in junior high school are sorted out,and the concepts of "question","question posing" and "mathematical question" are defined.Secondly,through the practical research method,we conducted a questionnaire survey on junior two students and interviewed teachers.According to the results of the survey and interview,we found that most students knew the importance of problems for learning mathematics well,but they did not master the strategies of problems and did not form a complete knowledge system.Teachers agree with the value of problem posing,but it is difficult to implement problem posing teaching only according to the needs of teaching content.According to the results of the survey and interviews,the factors that affect the ability of raising questions mainly include the following: internal confidence and external learning atmosphere,question raising methods,self-efficacy,teachers’ teaching concepts,teaching methods,teachers’ quality and students’ expression ability.Combined with the above factors and their own practical experience,the following teaching strategies are summarized: strategies for students to raise questions,forming good relationship between teachers and students,creating active classroom atmosphere,creating situations to stimulate inquiry needs,integrating question raising ability into learning effect evaluation system,using metacognitive monitoring strategies and expanding students’ ability to raise questions width of knowledge.Finally,the author makes a comparative study on whether to use question raising teaching,integrates teaching strategy into teaching design for practice,and records the students’ questioning situation.After comparing with teaching design without teaching strategy,the practical effect of teaching strategy is obtained.The effect mainly shows in the enhancement of students’ problem awareness,more mathematical problems and Reflection on questioning With the increase of teaching situation,the mathematics class is more active.The object of this study is junior high school students,guided by theoretical research and combined with practical research,this paper expounds the teaching design of cultivating students’ problem raising ability in review class,aiming to provide reference for the teaching of cultivating junior high school students’ problem raising ability,and in this way,it is used in other teaching types,and provides reference for the subsequent researchers to study mathematics teaching Test.