An Experimental Study On Improving Junior High School Students’ Ability Of Posing Mathematical Problems

Improving the ability of junior high school students to put forward mathematical problems is not only the requirement of implementing the mathematics curriculum standards of compulsory education,but also the need of teaching practice.Due to the differences of knowledge background,interest in mathematics learning and value cognition,the number and level of questions are also different.Therefore,in-depth understanding of different types of students’ ability to put forward mathematical problems and taking some effective measures to improve junior high school students’ ability to put forward mathematical problems has important practical value and theoretical significance.In order to understand the different types of junior high school students’ mathematical problem ability level,and then give effective teaching measures.Therefore,the core issue of this paper is: to analyze and study the ability level and differences of different types of students in the same grade of junior middle school(excellent students,middle students,students with learning difficulties).Based on the theory of philosophy of mathematics,constructivist learning concept and zone of proximal development,this paper takes design research as the method guidance,draws lessons from the relevant research paradigms of mathematical problems,and adopts the methods of literature research,questionnaire survey and statistical research.This paper mainly studies the following problems:(1)the relationship between students’ mathematics academic achievement and their ability to put forward mathematical problems;(2)the difference of different types of students’ ability to put forward mathematical problems;(3)teaching strategies to promote different types of students’ ability to put forward mathematical problems;(4)experimental research on the effectiveness of teaching strategies.In view of the above problems,through investigation and analysis,the main conclusions are as follows:First,the current junior high school students’ ability to put forward mathematical problems is weak as a whole.Among the three types of students(excellent students in mathematics,middle students in mathematics and poor students in Mathematics),there is a general phenomenon that the consciousness of putting forward problems is relatively weak,and most of the students still lack the value cognition of putting forward mathematical problems.Junior high school students’ ability to put forward mathematical problems is low,so teachers should pay attention to the improvement of students’ ability to put forward mathematical problems.Second,there are some differences in the ability of each type of students.On the whole,the ability of putting forward mathematical problems of excellent students and middle students is higher than that of poor students,and the ability of putting forward mathematical problems of excellent students is the highest.Generally speaking,there is a statistical correlation between students’ mathematics academic achievement and their ability to ask mathematical questions.Third,effective teaching measures can improve students’ ability to put forward mathematical problems.The specific teaching measures are:using the "problem situation" teaching mode,classified guidance;mathematical problem posing method guidance,classified strengthening;timely and positive mathematics teaching evaluation.