Research On The Present Situation And Training Strategy Of Junior Middle School Students’ Mathematical Problem-posing Ability

Since the reform and opening up,the problem-solving teaching method is mainly adopted in domestic mathematics education and teaching,which tends to cultivate students’ ability to solve problems.However,with the advancement of teaching,the disadvantages of the problem-solving teaching mode have gradually emerged.How to truly realize the subject position of students’ learning,how to change from students’ passive acceptance of knowledge to active inquiry,and how to truly apply mathematical knowledge to practice based on the basis of textbook knowledge.So domestic mathematics education researchers included "mathematical problems" into the research category,and believed that only when students find and put forward problems can they improve their enthusiasm for inquiry and arouse the spark of thought,the stronger the problem consciousness,the more active and more profound thinking,the more creative.Therefore,the study of mathematical problems is more important.Based on domestic and foreign literature,this paper summarizes the existing research results of mathematical problems,and constructs an evaluation framework for the ability of junior high school students to propose mathematical problems.Taking the seventh grade students of a middle school in Changji city,Xinjiang,based on the two levels of quantity and expression quality of mathematical problems,the original quantity,effective quantity,heterogeneous quantity(quantity level)from 6 dimensions,complexity,novelty,fluency(quality level of expression).In view of the current situation,several training strategies are put forward,and the teaching cases are designed to cultivate the ability of junior high school students’ mathematical problems.The results indicate that:On the first aspect,through the analysis of the results of the test questions,the current situation of junior high school students’ ability to put forward mathematical problems is embodied in the following aspects: First,most students are willing to try to ask questions,but the "original quantity","effective quantity" and "heterogeneous quantity" proposed by students’ mathematical problems decrease in turn.In addition,although the original number of students’ math problems is the highest quantitative dimension,there are still 4.0% of the students’ original number score is 0,that is,a small number of students still have a weak willingness to ask for math problems.Secondly,the complexity and novelty of students’ mathematical problems are relatively weak,with good fluency.The complexity scores of students’ questions are scattered,and the number of people in low sections is relatively large.Finally,there is no significant difference in mathematical ability;in terms of race,Uygur students perform better than Han and Hui students,and in terms of origin.The second aspect,it puts forward several training strategies for the cultivation of junior high school students:(1)create a situation with mathematical essence,clear,intuitive and easy to understand;(2)to guide students to fully understand the situation and put forward effective problems;(3)pay attention to multi-angle thinking and put forward mathematical problems with different structures;(4)pay attention to the connection between problems and progressive;(5)guide students to reflect on their own thinking process;(6)to reflect on the problem solving thinking,reasoning process,operation process and language expression.Through this study,it is expected to provide basis and support for improving the ability of junior high school students to put forward mathematical problems,and provide reference and implementation ideas for mathematics educators to penetrate quality education in teaching.