Research On The Cultivation Strategy Of Mathematics Examination Ability Of Senior One Students

The college entrance examination is still one of the main ways to select talents for higher education,because it can test students' knowledge and experience level and various abilities,including problem solving ability and problem solving ability.As the first step of problem solving,it is especially important to examine the problems,because the strength of problem solving ability directly affects the speed and correctness of the results.In my teaching work,I found that most of the reasons for students' problem solving errors are due to the failure of problem solving,and most of the current studies on problem solving are at the elementary school level,but there are fewer studies on the problem solving ability of high school students.Therefore,in this paper,the author mainly adopts questionnaire survey method,interview method and classroom experimental research to study:(1)the current situation of mathematical problem solving ability of senior students;(2)the current situation of mathematics teachers' mathematical problem solving teaching;(3)the strategy of cultivating mathematical problem solving ability of senior students and its effectiveness.The questionnaire used in this study is the Questionnaire on the Current Situation of Mathematical Interrogation in Senior High School Students,which mainly tests students' scores in six dimensions: awareness of interrogation,habit,method,ability,metacognitive monitoring,and teacher guidance.Combining the results of the questionnaire and the students' interviews,it was found that the senior students' awareness of examining problems in mathematics was not strong;the habits of examining problems needed to be improved;the methods of examining problems were insufficient;the ability of examining problems needed to be strengthened,especially in exploring the implied conditions;the monitoring and rethinking of examining problems were not enough,etc.;the teacher's instruction of examining problems was unclear and lacked relevance and systematization,etc.This paper investigates the current situation of students' problem-solving ability and teachers' problem-solving teaching in the first year of high school,and sorts out the causes of students' problem-solving errors: insufficient awareness,reading errors,weak reading ability,stereotypical thinking,and insufficient accumulation;and the shortcomings of teachers' problem-solving teaching: fast problem-solving teaching,serious problem-solving underwriting,and unsystematic problem-solving teaching.Through experimental research,we found that effective strategies to develop students' ability to examine problems in mathematics include:(1)outlining problems to enhance students' purpose of examining problems;(2)developing students' ability of generalization and divergent thinking through variation training such as one problem with multiple solutions and multiple problems with one solution;(3)developing students' ability of metacognitive monitoring of examining problems by using students' mistakes and having them talk about the problems;(4)infiltrating the idea of examining problems by appropriately boarding the process of examining problems.Finally,this paper puts forward suggestions on teaching teachers to examine questions and students to examine questions from the perspective of promoting teachers' teaching and students' learning,hoping to give teachers and students some insight and help.