Junior High School Mathematics Teaching Research Based On Problem-Posing Ability Training

The "Compulsory Education Mathematics Curriculum Standards"(2022 Edition)clearly points out that learning is an active process,and puts forward higher requirements for mathematical problems,emphasizes the importance of heuristic teaching activities,and guides students to find problems and ask questions in real situations.The existing research on mathematics problem-posing teaching is increasing,but its application in real front-line teaching is not satisfactory,resulting in students’ lack of problem awareness.Based on this,this paper investigates the current situation of junior middle school mathematics problem-posing ability,and analyzes the influencing factors of mathematics problem-posing ability,in order to improve the teaching of junior middle school mathematics problem-posing and better cultivate students ’ problem-posing ability.The main work of this study includes.First,a test paper including four different situations(unstructured in reality,structured in reality,unstructured within mathematics,and structured within mathematics)was designed to investigate and analyze the current situation of mathematical problem-posing ability of the selected research objects.The results show that students’ ability to put forward mathematical problems is not good;students’ problem-posing level in the real situation is higher than that in the internal situation of mathematics.The second is to use Nvivo11.0 qualitative research software to conduct qualitative research on grounded theory,and three main categories are separated out:teaching materials and related policy documents,classroom teaching subject factors and external environmental factors,and nine subcategories are given.The main factors of classroom teaching in the three categories belong to the core category,which are the main factors affecting students’ ability to propose mathematical problems identified in this study.Third,based on qualitative research,the factors affecting junior high school students’ mathematical problem-posing are teacher concept related factors,teacher teaching related factors,student concept and non-intelligence related factors,student ability and knowledge experience related factors.Using Spss26.0 software,the above four factors are regarded as independent variables,and the test papers of students’ mathematical problems are regarded as dependent variables.An ordered Logistic regression model is established and analyzed.The results show that the four factors of teachers’ concept related factors,teachers’ teaching related factors,students’ concept and non-intelligence related factors,students ’ability and knowledge experience related factors all have a significant positive impact on students’ mathematical problem-posing ability.Fourthly,according to the above research results,the strategies of cultivating students’ ability to propose mathematical problems are put forward from the perspective of students and teachers,and on this basis,the teaching case analysis is carried out in combination with the Pythagorean theorem section.