Studying The Ability Of Raising Mathematical Issues Of Junior Middle School Students In Western Rural Areas

During students studying mathematics, it is very important to train students’ability that raises mathematical problems. Students’ ability that raises mathematical problems is helpful for students’ lifelong development, and it is conducive to implement the objectives of new curriculum reform, and it also contributes the innovation of teaching and learning.In this paper, the following issues of students learning mathematics in western rural middle school were studied:(1) Definite the ability that raises mathematical problems? What elements it contains?(2) How to evaluate the level and quality of middle school students’ability that raises mathematical problems?(3) The current situation and the influencing factors of students’ability that raises mathematical problems in western rural middle school?(4) The solving strategies of the ability that raises mathematical problems in western rural middle school? It is aimed at fully understanding the status of the ability that raises mathematical problems in western rural middle school, and exploring the effective strategies of training students’ability that raises mathematical problems.This study carried out the following investigation and research:(1) Select400junior third students from A, B two middle school in Gansu Province Z City, and carry out a questionnaire about "the middle students’ ability that raises mathematical problems in rural areas";(2) Select two mathematics teachers from each school and interview about the ability of students’ mathematical problem, and interview one senior teacher in Lanzhou City, too.Students’questionnaires show that:(1) Although all the students recognize that asking is quite helpful to learning, with the increasing of age, the rising of grade, and the deepening of knowledge, the awareness of bringing questions show downward trend;(2) Students prefer to ask students questions, and don’t like to ask teacher, because of some reasons such as don’t love, don’t dare and so on, and the time that they ask questions is mostly concentrated in extra-curricular;(3) The personalities and habits of teachers and students become the important factors that affect students raise mathematical problem;(4) The students’questions mostly come from the exercises during teaching process and supporting workbooks, and most of these questions are the types of understanding and exploring;(5) The relationship between raising problem and solving problem, most students think they are in an equal important position;(6) In the evaluation of students’ability that raises mathematical problems, the overall students are in the third level, namely, lower-middle.Teacher’s interview results show that:(1) They rarely leave time for asking due to the teaching task and time limit in class;(2) The teachers think that student’s personalities and habits; the level of students learning; teacher’s inspirer; the difficulties of course are the main reasons for influencing student to raise problems.(3) Teachers lack of learning of strategies that ask students, they think that this belongs to the fringe, and never developed, and there is no thought, either;(4) Teachers have some differences in understanding of the relationship between raising question and solving problem.Based on the above-mentioned results, this study establish a quite systematic training system in the aspect of training students’ abilities to raising mathematical problems:(1) In teacher’s teaching:use flexible teaching methods, increase students’ interest, develop conversational teaching, create an equal dialogue platform between teachers and students, between students and students; Actively explore diverse questioning strategies, and enhance the ability of students asking questions; Construct the development evaluation concepts, and observe every student with a dynamic vision; Encourage students to ask questions daringly, and implement the "appreciation of teaching"; Let students acquire successful experience, and exercise the will to overcome difficulties; Set up the problem situation flexibly, and choose the types of problem reasonably; Implement inquiry teaching, and train students’senses of innovation.(2)In student’s learning:flexibly master mathematics knowledge, and enhance application capabilities; Constantly combing the knowledge, and construct a reasonable cognitive structure; Change the type of learning to master the method of asking questions; Think more when encounter problems, and develop a good mathematical thinking quality.