Research On The Cultivation Of Junior High School Students’Ability Of Posing Mathematical Problems Under PBL Teaching Mode

“Problems” are an important basis for promoting innovation and development.In the new era of fierce competition,it is very necessary to cultivate talents with questioning spirit and questioning ability.“The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)” points out that s tudents’ ability to raise questions should be cultivated and developed from the perspective of real problem situations and through various teaching organization forms such as cooperative inquiry.Through literature review,it is found that the new teaching mode of “Problem-Based Learning”(PBL)coincides with the concept in the curriculum standard.Therefore,this study will be based on junior high school mathematics teaching,and explore the ways to cultivate students’ ability of posing mathematical problems under the PBL model.Firstly,based on the literature research,the author clearly defines the PBL teaching model and the ability of posing mathematical problems,and expounds the relevant theoretical basis.Then,410 eighth-grade students and six math teachers from three middle schools in H City were investigated through questionnaires and interviews to understand the junior high school students’ ability to raise math questions and the status quo of training.Through the analysis of the data obtained from the survey,it is found that most junior high school students can recognize the importance of posing mathematical problems and have a high interest in posing mathematical problems.However,students’ actual problem posing behaviors are few,and the level of problem posing is generally not high.The main reasons for this phenomenon are:(1)students lack the courage and confidence to ask questions and do not form good questioning habits;(2)Students have insufficient understanding of “problems” and lack of grasp of questioning skills;(3)The students’ language conversion and organization ability are not strong,and their expression ability is weak;(4)Students’ grasp of knowledge is not solid,and the relationship between knowledge is not close enough;(5)The students’ level of logical thinking is not high,and they lack the excavation of deep problems;(6)Teachers do not pay enough attention to the cultivation of students’ ability to raise questions and lack active guidance to students.Finally,based on the main problems existing in the cultivation of students’ ability to raise mathematical problems,the teaching principles of cultivating students’ ability to raise mathematical problems under the PBL mode are determined,and the PBL teaching process based on the cultivation of students’ ability to raise mathematical problems is constructed.At the same time,combined with concrete examples,the teaching strategies of cultivating students’ ability to raise mathematical problems under PBL mode are given.It includes:(1)creating an atmosphere that encourages questioning and stimulates students’ enthusiasm for questioning;(2)Create diverse “question situations” to enrich students’ questioning experience;(3)Break down problem tasks and improve students’ problem-solving thinking;(4)Share questions raising methods and increase students’ questioning skills;(5)Build a chapter network diagram to strengthen the connection between knowledge.