Research On Teaching Strategies Of Cultivation Of Senior High School Students’ Mathematics Problems Posing Ability

"Improving the ability to discover and propose problems from the perspective of mathematics,and the ability to analyze and solve problems(referred to as the four abilities)" is one of the important goals of senior high school mathematics curriculum,and an important basis for the implementation of mathematics core literacy.Therefore,the study of related problems has become an important subject of mathematics education research.This paper focuses on the teaching strategies for the cultivation of mathematical problem raising ability,adopts literature review method,questionnaire method,interview,case analysis method and other research methods to investigate,analyze and empirical research on the status quo of mathematical problem raising and the ability of mathematical problem raising in senior high school mathematics classroom,exploring the training strategies of senior high school students’ ability to raise mathematical problems,and draws the following conclusions.Ability present situation of mathematics problems:(1)The low level of students’ critical thinking,not very strong question consciousness,is not willing to ask questions and open-ended questions;(2)The students overall question ability level of medium,puts forward the problems in depth,lack to discover the problems in real life from the perspective of mathematical ability;(3)The external factors affecting senior high school students’ questioning are mainly that they do not master the method of problems posing,while the internal factors are mainly that students lack the courage to problems posing and do not form the habit of problems posing and summarizing questions after class;(4)Active classroom atmosphere and harmonious teacher-student relationship are conducive to students’ questions.In this study,the teaching strategies of mathematical problem raising ability are as follows :(1)Actively guiding,strengthening the cultivation of students’ awareness of problems posing;(2)Affirmative questions,and actively create a comfortable classroom atmosphere;(3)Create a situation to inspire students’ thinking;(4)Penetration theory,the problem table;(5)Practical application,the method of problems posing.The teaching strategy of this research is demonstrated and verified by practical teaching design fragments.