Research On The Current Situation And Cultivation Of Senior High School Students’ Mathematical Problem Posing Ability

With the urgent demand of for innovative talents in the era of knowledge economy,as the basis and source of innovation,students’ problem posing ability has become a hot spot in the field of educational research in recent years.The general high school mathematics curriculum standard（2017 Edition）points out that "improve the ability to find and raise problems,analyze and solve problems from the perspective of mathematics",and emphasizes that the ability to mathematical problem posing is one of the curriculum objectives of high school mathematics,which needs extensive attention.Then,it has certain theoretical and practical value to study the current situation of senior high school students’ mathematical problem posing ability and how to cultivate students’ mathematical problem posing ability in classroom teaching.Based on the recent development zone theory,constructivist theory and socio-cultural construction theory,this study researches the current situation and cultivation of senior high school students’ mathematical problem posing ability.Firstly,the evaluation scale of senior high school students’ mathematical problem posing ability is compiled,and the current situation of senior high school students’ mathematical problem posing ability is analyzed by issuing mathematical problem posing ability test papers and questionnaires.Secondly,design the problem posing teaching model,and carry out teaching experimental research combined with teaching cases to verify the rationality of the problem posing teaching model.Finally,through the after-school interview to understand the students’ internal feelings in the problem posing teaching,and pay attention to the students’ problem posing process.The results show that:（1）the evaluation scale of mathematical problem posing ability includes three dimensions: effectiveness,complexity and novelty.Through data analysis,it is found that the overall level of mathematical problem posing ability of senior high school students is not ideal,with 7.39% reaching level 3,22.73% reaching level 2 and 69.89% still at level 1.（2）High school students perform best in free situation and worst in structured situation.Boys’ mathematical problem posing ability is significantly higher than girls.There is a significant positive correlation between senior high school students’ mathematical problem posing ability and their mathematical learning achievement.（3）High school students are basically aware of the importance of mathematical problem posing and are willing to participate in problem posing activities,but their enthusiasm for problem posing in the actual classroom environment is suppressed to a certain extent.（4）The problem posing teaching model includes four links: creating situation,problem posing,thinking and discussion to problem solving.Through the teaching experiment,the students’ mathematical problem posing ability in the experimental class is significantly higher than that in the control class,which plays a positive role in the cultivation of high school students’ mathematical problem posing ability.Based on the above research results,this study puts forward the strategies to cultivate students’ mathematical problem posing ability: Create a relaxed and harmonious teaching environment;Teach students how to ask questions;Create situations reasonably;Pay attention to cooperative learning.