Research On Cultivating Senior High School Students’ Mathematical Problem-posing Ability

Cultivating students’ mathematical problem-posing ability has aroused wide concern around the world.In our country,cultivating senior high school students’ mathematical problem-posing ability is not only the requirement for implementing students’ "four abilities" in the senior high school mathematics curriculum standard,but also of great significance for cultivating students’ creative spirit.With the purpose of boosting the development of this ability,this study focuses on the following questions: What is the present status of senior high school students’ mathematical problem-posing ability? What are the factors that influence the development of this ability? What cultivating countermeasures should be adopted to develop senior high school students’ mathematical problem-posing ability?Three methods are adopted in this study,including literature review,questionnaire,as well as interview.208 students altogether from Grade One and Grade Two of a senior high school in Yanji are involved.The test paper evaluates senior high school students’ mathematical problem-posing ability through five qualities,which contain fluency,appropriateness,flexibility,profundity,and novelty.What’s more,seven factors including teacher-student interaction,student-student interaction,textbooks in use,knowledge and experience,question awareness,learning style and emotional characteristic are selected to explore their influence on students’ mathematical problem-posing ability.And four senior high school mathematics teachers are interviewed in terms of an interview outline.The main results are as follows: to begin with,as far as the present status of senior high school students’ mathematical problem-posing ability is concerned,this ability is at an intermediate level,and the order of these qualities from high to low is fluency,appropriateness,flexibility,profundity,and novelty according to the average scores.Compared with structured and semi-structured scenarios,students’ mathematical problem-posing performance is worse in open scenarios,and the common characteristic is that the flexibility,profundity and novelty still should be improved in all three scenarios.Using the SPSS data analysis software to explore the group difference,there is a significant difference in mathematical problem-posing ability among students divided according to whether to hold a class position.There is also a significant difference in mathematical problem-posing ability between the high score group and low score group divided according to the mathematical scores.However,this difference is not obvious among students with different genders and grades.What’s more,this study uses the SPSS data analysis software to conduct a correlation analysis between the data from the influencing factors questionnaire and the students’ ability level test paper.The result is that the ability has a significant positive relation with the secondary dimensions of external factor which contains teacher-student interaction,student-student interaction,and textbooks in use,and the correlation coefficients are 0.301,0.236 and 0.265 respectively.Meanwhile,this ability has a significant positive relation with secondary dimensions of internal factor which contains knowledge and experience,question awareness,learning style and emotional characteristic,and the correlation coefficients are 0.206,0.230,0.157,and 0.158 respectively.Therefore,these factors can promote the development of senior high school students’ mathematical problem-posing ability.In accordance with the questionnaire data and the interview results of teachers,the following problems can be found out that the development of senior high school students’ mathematical problem-posing ability is uneven;teachers teach problem-posing with low faith;the use of problem-posing missions in the textbook is insufficient;students have a low tendency of cooperative learning;and students are lack of self-confidence when they pose problems.In order to solve the problems as above,this study addresses some cultivating countermeasures to develop senior high school students’ mathematical problem-posing ability: grasping students’ differences and teaching in accordance with students’ aptitude;strengthening teachers’ study on problem-posing knowledge;developing textbook resources and designing problem-posing tasks;making up deficiencies by learning from classmates’ advantages and boost cooperative learning;and creating a teaching environment which contributes to posing problems.