A Practical Study On The Activity Of "students Say Problems" In Mathematics In Senior Two

General High School Mathematics Curriculum Standards(2017 edition)attaches importance to the development of students' core literacy in mathematics,and points out that the four aspects of core literacy include situation and problems,knowledge and skills,thinking and expression,communication and reflection.In mathematics,"students say questions" is student-centered,focusing not only on students' mastery of knowledge and skills,but also on students' ability of communication and expression.Therefore,how to carry out students' activity is worth studying.In the research,firstly,the following research questions are put forward through literature review :(1)how to carry out students' problem telling activities in mathematics teaching in senior two?(2)What is the impact of students' problem-solving activities on students' self-monitoring ability of mathematical problem-solving and their academic performance? And on the basis of literature review,based on the theory of mathematical problem solving,the content of students' problem solving is summarized as "problem analysis,problem solving ideas,problem solving steps,and reflection after solution".Secondly,a survey was conducted among grade two students and interviews were conducted among teachers.By investigating the current situation of math exercises teaching in senior grade two,the following conclusions are drawn: students' interest in exercises is not high,students' learning methods lack proper guidance,teacher-student interaction in class is less,and students' mathematical communication ability needs to be improved.Therefore,it is reasonable and necessary to carry out students' practice exercises activities.By investigating the students' self-monitoring ability of solving mathematical problems,it is found that the students' self-monitoring ability of solving mathematical problems is not strong,which is embodied in the analysis of problems,reflection after solving problems and so on.Based on the results of the questionnaire survey and the interview with teachers,the teaching problems that should be paid attention to in students' speaking activities are determined.Again,according to the ordinary high school mathematics curriculum standard,exam outline,and the college entrance examination volume summarizes two space vector and the three-dimensional geometry,we learned the plane analytic geometry knowledge and often examination questions,on this basis,combining with the specific contents of the typical cases in this paper,the students say the topic,and students said that the topic of stage design,process and evaluation.Finally,based on the constructed process of students' question telling activity,students' question telling activity was designed and carried out in the experimental class,but not in the control class.After the activity,relevant experimental data were obtained through questionnaires,and statistical analysis was conducted.According to the practice,the following conclusions are drawn:(1)Mathematics teaching in grade two of senior high school can be divided into stages,and students can effectively carry out students' problem-solving activities in the form of independent problem-solving,teacher-student interaction problem-solving,and student-student interaction problem-solving.Students can speak independently according to the flow of "teacher task and student task" two task lines.Students can be evaluated from the three dimensions of mathematical language expression,problem solving and emotional attitude,so as to give full play to the stimulating and developing function of students' problem evaluation.(2)Students' problem-solving activities have positive effects on students' mathematical academic performance and self-monitoring ability of mathematical problem-solving.