| In recent years,the problem of mathematics has become a hot topic in mathematics education research.The significance of putting forward problems for the development of mathematics education and promoting the development of innovative talents is gradually highlighted.To improve independent innovation and build a country with scientific and technological confidence and innovation is inseparable from the cultivation of creative talents.In order to cultivate creative talents and take the development of creative thinking as the starting point,both mathematical problem solving ability and subjective well-being in school can affect the development of students' creative thinking,so it is necessary to explore the relationship between them.On the other hand,learning motivation,learning interest,teacher-student relationship and peer relationship are the dimensions under SWB,and a single dimension is related to question raising,so how is the overall SWB in school related to question raising ability?In addition,in the school education,the effect of cognitive education should get higher,the effect of cognitive education is the direct embodiment of subjective well-being in school,from the cognitive perspective to study math problems is put forward,namely the study of the students' performance and mathematical problems on the relationship between subjective well-being,to promote the development of students' creative thinking is of great significance.The third aspect,junior high school students on subjective well-being is low,if the problem put forward campaigns,causes the student to participate in the process of driving the development of students' emotion,make students like mathematics,promote the development of subjective well-being in school,so as to promote students' learning,and research questions and the relationship between subjective well-being is meaningful in school.The research of Zhang Dan et al.shows that question raising can improve students' mathematical persistence,make students more willing to learn mathematics,improve students' learning interest and motivation,and improve their subjective well-being at school,which indicates that question raising is related to subjective well-being at school.The fourth aspect,yao has a ling's research shows that the problem solving related to subjective well-being in school,and problem solving test is more open,the higher the correlation of the two,and the test of the problem solving math problems a greater degree of open questions,then inspire us:mathematical questions correlated with subjective well-being in school will be higher?Therefore,it is necessary to study the relationship between students' mathematical problem solving performance and their subjective well-being in school.After reviewing the literature,this study found that there are many studies on math problem posing and subjective well-being at home and abroad,but there is little research on the relationship between math problem posing and subjective well-being at school.Moreover,among the influencing factors of math problem posing,there are factors closely related to subjective well-being in school,such as learning motivation,learning interest,teacher-student relationship and peer relationship,etc.,but there has not been any research on the relationship between math problem posing performance and overall subjective well-being in school.Therefore,combined with the necessity of research,the following research questions have been identified in this study:(1)What is the current situation of junior high school students' ability to propose mathematical problems?(2)What is the current situation of junior high school students' subjective well-being in school?(3)What is the relationship between mathematical problem solving ability and subjective well-being in school?(4)Is there a significant interaction between mathematical problem solving ability and subjective well-being in school?In this study,the students in grade one and grade two of a junior high school in Chongqing and Sichuan Province were investigated.Through literature analysis and reference to previous studies,the test paper of mathematical problem solving ability and the questionnaire of subjective well-being in school were compiled..The test paper of mathematical problems is selected from three aspects: number and algebra,figure and geometry,and probability and statistics.The test questions selected are all from mature research,so it has good feasibility and scientific nature.The subjective well-being questionnaire in school borrowed the research results of Dr.Yao Yiling.She translated the foreign research results and collected a large sample of surveys to form the final questionnaire,which had a good reliability and validity.In addition,the reliability of the recovered data is calculated in this study,and the reliability is 0.832 and 0.939 respectively,so it has a good reliability.Through questionnaire survey and statistical analysis,the situation of students is investigated and analyzed.The results show that:(1)On the whole,students failed to reach the passing level in problem posing ability,with an average score of 10.393.(2)Boys perform significantly better than girls in math problem posing.(3)The overall performance of subjective well-being in school is relatively good,but the performance of academic self-concept and classroom attention are relatively low.(4)There was no significant difference in the scores of subjective well-being of male and female students in school,but there were significant differences in academic self-concept,learning interest and teacher-student relationship.(5)There is a significant positive correlation between mathematical problem solving ability and subjective well-being in school,and the correlation degree is slight,and the two dimensions show different correlations.(6)Subjective well-being in school has a significantly positive impact on mathematical problem solving ability.(7)It could not be proved that the ability of question raising had a significant positive effect on subjective well-being in school.Based on the above research conclusions,the following suggestions are proposed:(1)Evaluation and cultivation of students' ability to propose mathematical problems We can consider from different fields or different teaching situations,do not focus on guiding students to ask a question in a certain field,this will be more comprehensive and reasonable.(2)Teachers should encourage students to propose extended mathematical problems after deep thinking,so as to promote the development of students' creative thinking.(3)Focus on the performance of students' academic self-concept and classroom attention,so as to promote students' development.(4)While guiding students to study,teachers should also help students cultivate correct outlook on life and values.They should not blindly emphasize the most important concept of achievement,so that students can develop physically and mentally in an all-round way.(5)Teachers should not ignore students' cognition of their own academic ability.They should help students to identify a good learning motivation and promote their enthusiasm for learning,which will play a certain role in the development of students' learning and mathematical problem solving ability. |
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