A Study On The Current Status And Strategies Of Mathematical Problem-posing Ability Of Junior High School Students In Rural Areas Of Western Chin

Mathematical problem raising ability can not only reflect students’ cognitive structure of mathematics,but also reflect students’ innovative thinking.Based on junior high schools in rural areas in western China,this study intends to solve the following four questions on the basis of literature research and theoretical speculation: What is the current situation of junior high school students’ ability to present mathematical problems in rural areas in western China? Is there any correlation between junior Middle School students’ mathematical problem raising ability and grade,class and gender? Is there any difference in mathematical problem raising ability of middle School students in Eastern and western regions? How to improve and enhance junior high school students’ ability of presenting mathematical problems?As for the first question,this paper investigates junior high school students through questionnaire.The conclusion is that most junior high school students have a strong interest in mathematics learning,their problem awareness is not strong,they do not have a clear understanding of the ability to put forward mathematical problems.Through interviews with22 junior middle school teachers from 11 rural areas in western China,the conclusion is that most teachers attach importance to the cultivation of junior middle school students’ ability to propose mathematical problems,while only a few teachers think problem solving is more important.The factors affecting the ability of junior high school students to propose mathematical problems mainly include: students’ own personality habits,learning environment,the degree of difficulty of mathematical knowledge,peer influence and teaching methods.For the second question,this paper mainly tests students’ ability of mathematical problem raising through liberalized situation,semi-structured situation and structured situation,and evaluates students’ ability of mathematical problem raising from three dimensions of fluency,flexibility and originality.The conclusion is that there is a significant difference between grades and classes in math problem raising ability,but there is no significant difference between genders.Students’ overall math problem raising ability is at level 1 and level 2.In view of the third problem,this paper mainly through comparative research method,the data of three master’s papers in the past three years on the mathematical problem raising ability of junior middle school students in the eastern region were compared,the conclusion is: there is a big difference in the mathematical problem raising ability of junior middle school students in the eastern region,the level of mathematical problem raising ability of junior middle school students in the eastern region is mainly at level 2 and level 3.Aiming at the fourth question,this paper constructs strategies to improve junior high school students’ ability to propose mathematical problems through theoretical speculation,and puts forward suggestions from four aspects: improving teaching methods,stimulating math learning interest,creating problem situations and optimizing evaluation methods.And through two teaching experiments to test the strategy of this paper: situation creation can stimulate students’ enthusiasm in mathematics,students are more willing to try to put forward mathematical problems,students’ ability to put forward mathematical problems can be improved.Finally,according to the summary of this paper,refine the innovation,reflect on the shortcomings.It is expected to provide favorable reference and help to front-line teachers and graduate students.