Research On The Present Situation And Strategies Of Mathematics Problem Posing In Senior High School

As an education issue that runs through the past and the present,both Chinese and foreign,problem posing is an important means to develop students’ abilities and cultivate students’ thinking.In the process of mathematics teaching,problem posing can not only cultivate students’ innovative creativity and critical awareness,but also play an important role in stimulating students’ interest in learning,cultivating students’ communication and expression skills,and increasing students’ classroom participation.Therefore,teaching through problem is an effective way to develop students’ mathematical thinking and transform students’ passive learning into active learning.In order to explore the teaching status and teaching strategies of local high school mathematics problems,this research started from the combing of relevant literature and went through three steps of questionnaire survey,classroom observation and teaching practice.First of all,through questionnaire surveys,it is found that there are fewer mathematics question-raising activities in local high school mathematics teaching.The main reason is: On the one hand,students are used to the teaching methods of teachers speaking,students listening,teachers asking,and students answering,and there is a lack of questions raised.Opportunities,so I don’t understand the methods of asking questions in the classroom,so I have not developed the habit of asking questions in the classroom.Even some students are not interested in the teacher’s questions,let alone ask valuable questions in the classroom.On the other hand,the current high school mathematics teaching pays more attention to the development of students’ basic knowledge and basic abilities,and the content of teachers’ questions in the classroom is also based on basic knowledge.Therefore,there7 are fewer mathematics question-raising activities in high school teaching.Secondly,in response to the problems found in the above survey,combined with the current situation of local teaching,the corresponding teaching strategies for high school mathematics problems are proposed: for students who do not understand the methods of problem posing and have not developed the habit of asking questions in the classroom,they put forward the "church The teaching strategy of “cultivating habit to promote questions” cultivates students’ problem posing habits and problem awareness;for the problem of deliberately integrating the teaching situation with reality and not being natural enough,the teaching strategy of “creating a situation,rationally guiding and enlightening thinking” is proposed as a teaching activity for mathematical problems The development of this lays a good start;in response to too many basic questions in the classroom,it is difficult to stimulate students’ interest in learning,the teaching strategies of “clear purpose,effective problem posing to help development” and “focus on connection and solid cognition at the level of the level” are proposed to Improve classroom quality and improve teaching efficiency.Aiming at the problem of ignoring students’ independent thinking in classroom cooperative learning,the teaching strategy of "persistent thinking,cooperative learning and co-growth" is proposed for every student to get the most appropriate development.Finally,according to the established strategy,the teaching practice of mathematics problem is proposed,and related teaching cases are designed based on the feedback of practice,which further enriches the research on the teaching of high school mathematics problem and provides a reference for the teaching of high school mathematics problem.