| In recent years,how to improve students’ ability to put forward mathematical questions is an important topic that many researchers pay attention to.The Curriculum Standard for Compulsory Education(2022 Edition)issued by the Ministry of Education in China points out that students need to be able to find and put forward meaningful mathematical problems in specific situations,and at the same time cultivate their innovative consciousness.The cultivation of students’ ability to put forward mathematical questions is an important means to give full play to students’ subjectivity,develop students’ innovative thinking and improve students’ interest in mathematics learning.In this study,154 students from three classes of grade seven in a middle school in Kashgar,Xinjiang were selected as the research objects,which were divided into three stages.First of all,in the form of questionnaire and test paper,the attitude of students to questions,the way to deal with problems,the attitude of teachers and peers when students ask questions,and the factors affecting junior high school students to ask questions are investigated respectively.This paper analyzes the present situation of students’ ability to ask questions from two aspects:quantity(original quantity,effective quantity,heterogeneous quantity and fluent quantity)and quality(innovation,flexibility and complexity).Secondly,on the basis of the existing literature,according to the survey results and the actual situation of the sample students,the strategy of cultivating students’ability to ask mathematical questions is constructed.Finally,the teaching practice of putting forward questions for nearly two months was carried out to investigate the influence of strategies on students’ mathematics learning.The findings of this study are as follows:1.The overall performance of junior high school students’ ability to ask mathematical questions in Kashgar,Xinjiang is relatively weak.(1)Most students have a good understanding and attitude towards asking questions,and can realize the importance of asking questions.However,teachers’ neglect of the cultivation of students’ ability to ask questions,lack of guidance on students’ questioning methods,students’ own personality,study habits,classroom environment and other factors always affect students’ asking questions.(2)Most students are willing to try to ask questions,among which students are more willing to ask questions in math situations than in life situations.However,the effective number,heterogeneous number and fluent number of questions are obviously decreased.(3)The number of students who ask questions with high innovative dimensions is very small.There are more students whose scores of flexibility in asking questions are in the lower segment.There are many people in the lower segment of complexity dimension,especially in the fourth scenario,96%of students’complexity scores are in the lower segment,and the scores among students are also very different.2.On the basis of the existing literature,through the investigation results and classroom observation,combined with the actual situation of the research object and the front-line teachers in the practice school,six strategies for cultivating junior middle school students’ ability to ask mathematical questions are constructed,specifically:(1)the design of teaching environment based on asking questions;(2)create a situation to ask questions;(3)Stimulate students’ interest in asking questions;(4)teach students how to ask questions;(5)Cultivate students’ ability to express problems;(6)Teaching evaluation based on asking questions.3.The training strategy proposed in this paper has no obvious effect on improving students’ math scores.However,it can enhance students’questioning consciousness,increase students’ interest in mathematics learning,make mathematics classes more active,make more students dare to express their ideas in class,and improve students’ problem-solving ability. |
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