Practical Research On Cultivating Students’ Ability To Ask Mathematical Questions Based On "Problem-Leading" Teaching

It is one of the core subjects in mathematics teaching,and the cultivation of the ability to ask questions in mathematics has become the focus of teaching reform and research in current mathematics education.The "Compulsory Education Mathematics Curriculum Standard(2011 Edition)" has been changed from the original "ability to analyze and solve problems" to "ability to find and ask questions,analyze and solve problems",which gives educators enlightenment that mathematics teaching should pay attention to cultivating students’ ability to ask questions.At the same time,The research on the ability to ask questions has also become a hot spot in the research field of international mathematics education.However,it is still rare for middle school students to discover and ask questions independently in mathematics class,so we urgently need a teaching method that can make students dare to express their doubts,doubts,guesses and assumptions in class.So as to improve students’ ability to discover,put forward,analyze and solve problems.Based on this,an innovative teaching method-"problem-leading" teaching has emerged."Problem-leading" teaching means that students experience and ask questions in situations created by teachers.Teachers start teaching on the basis of students’ real questions,and students’ ability to ask questions is developed in asking and solving problems.Firstly,based on the theory of "problem-led learning",this study constructs a "problem-led" teaching model of fractional units,and designs the teaching.Then,a class of Grade 8 in Suzhou X Middle School is selected to implement the "problem-led" teaching.And record and analyze the implementation from five aspects: situation introduction,question elicitation,question classification,question inquiry and reflection summary.Finally,before and after the implementation of the "question-led" teaching,a questionnaire was distributed to assess students’ ability to ask questions,and teachers and students were interviewed to know their feelings and experiences of the "question-led" teaching activities.This study analyzes students’ ability to ask mathematical questions after the implementation of this teaching method.On the one hand,it is analyzed from the quantitative point of view.In the process of analyzing students’ level of asking questions,it is concluded that the post-test is 0.666 level higher than the pre-test,and there is a significant difference in the answers between the pre-test and the post-test in the experimental class.On the other hand,from the qualitative point of view,this paper analyzes the feelings of "problem-leading" teaching activities,the types of students’ questions,and the atmosphere of question-raising and inquiry.It shows that in the practical research of "problem-leading" teaching,most students like this teaching method,feel better about the activities,and to some extent,improve their ability to ask mathematical questions,increasing the number and types of questions.Students’ interest in asking questions increases and they are more willing to explore questions.Through interviews with teachers,it is found that "problem-leading" teaching is highly recognized.Therefore,"problem-leading" teaching is effective in cultivating students’ ability to ask questions in mathematics.Through the analysis of the application of "problem-leading" teaching in middle school mathematics classroom and the interviews between teachers and students,this study has come up with some implementation suggestions in "problem-leading" classroom teaching: designing appropriate questioning situational activities;Make appropriate tools for asking questions;Carry out group communication,cooperation and inquiry;Actively respond to students’ questions.