Research On The Ability Of Mathematical Problem-posing Of Junior High School Students Based On Situation

With the implementation of the new national curriculum and the promotion of the new curriculum reform,mathematics problems have attracted much attention.The curriculum standard of junior middle school mathematics issued in 2011 indicates that students learn to discover and raise problems from the perspective of mathematics.The high school math curriculum standards issued in 2017 put forward four abilities that students should have,namely,finding and raising problems,analyzing and solving problems,and these abilities also play an important role in the implementation of core mathematics literacy.In addition,the ability to put forward mathematical problems can not only reflect students’ mastery of knowledge,but also reflect students’ knowledge structure.Therefore,it is necessary to study mathematical problems especially the ability to put forward mathematical problems.Firstly,this study adopts literature analysis method to sort out the relevant literature of problem situation,mathematical problem and mathematical problem raising ability,analyze the existing evaluation criteria of mathematical problem raising ability,and develop a situation-based mathematical problem raising ability evaluation model,which is mainly evaluated from six dimensions of the effectiveness,relevance,fluency,flexibility,novelty and complexity of the problems put forward by students.Secondly,the test is used to investigate the status quo of students’ ability to propose mathematical problems in different problem situations.Through setting up three different situations,students were asked to put forward mathematical questions,and the questions were scored.The results showed that:(1)the overall level of junior middle school students’math problem raising ability was low,mainly at level 2;(2)Under different situations,junior high school students have significant differences in mathematical problem raising ability.The open situation has the best mathematical problem raising ability,the semi-structured situation is the next,the structured situation has the worst mathematical problem raising ability.Thirdly,using the interview method combined with the questionnaire survey of junior high school students’ mathematical problem raising,analyze the influencing factors of students’ mathematical problem raising ability.Through investigation and analysis,it is found that the level of mathematics problem raising is mainly related to students’ interest in mathematics learning,mathematics achievement,teachers’ guidance,teachers’ attention to the problem raising and classroom atmosphere,and then analyzes the factors that affect students’ ability of mathematics problem raising from three aspects:students,teachers and environment.Finally,combined with the results and analysis of the two surveys and interviews,the teaching strategies for training junior middle school students’ ability to propose mathematical problems are given from the following five aspects:creating appropriate problem situations;Create a good classroom atmosphere;Improve the cognitive structure of students’mathematics;Improve teachers’ ability to raise questions;Construct evaluation criteria for teaching students according to their aptitude.