Research On The Present Situation And Training Strategy Of Mathematics Problem Posing Ability Of Liberal Arts Students At Senior High School

The Problem is center of mathematics.A teacher would not enlighten one of his students unless he has difficulty in expressing what he thinks fully.The ability to ask questions is more important than to analyze and solve problems.The problem posing reflects the degree of students’ inductive abstraction and solving mathematical problems,and reflects the growth and generation process of knowledge learning,which is conducive to the consolidation of existing mathematical knowledge,the divergence of mathematical thinking and the re-creation of mathematics learning.However,the traditional teaching method is more of a teacher’s questions.For instance,teachers rarely design students’ questions link;the mathematics learning of liberal arts students is more stylized and cannot be "invested" in some specific mathematical situations,and their ability to connect and transfer is weak.Training mathematics problem posing ability of Liberal arts can not only expose students’ thought erroneous zone,but also to update and integrate existing knowledge.Mathematics problem refers to the problem that requires answer or explanation in mathematics.how to put forward the ability of mathematics problem in senior high school liberal arts students,and how to train this ability? To address these two aspects,this paper has searched the literature to review the relevant theoretical foundations and existing results,and used questionnaires to explore the gender differences in the problem-posing abilities of high school arts students and the influencing factors.The paper is innovative in that it complements the classroom examples in existing research and asks how the students’ questions were derived in the case.The results show that: 1)at the teacher level,teachers have awareness of problems,but lack of training strategies;2)at the level of students,73% of students believe that their mathematics problem posing ability has improved compared with that in junior middle school.However,teachers encourage students to ask questions,but the questions posed by students are mainly from the questions they did not understand in class,and these questions are rarely difficult to teachers.3)High school liberal arts students are not innovative enough to put forward questions.The questions are mainly from familiar topics,which they have not understood at ordinary times,and the contents to be examined in the college entrance examination.4)For senior high school liberal arts students,gender has no significant difference in the mathematics problem posing ability;5)After regression analysis of the influencing factors,it is found that learning habit > problem situation > problem awareness > learning interest > teacher attitude.Finally,this paper proposes strategies for developing mathematical problem posing skills in arts students in relation to the current situation and influencing factors: 1)Strategies to actively create a classroom culture atmosphere raised by the questions;2)Strategies for setting problem situations based on the situations familiar to students;3)Strategies that focus on asking simple questions in the context;4)Strategies for teachers to advance the teaching process with questions with thinking content.