A Practical Study On The Cultivation Of High School Students' Mathematical Questioning Ability Under The KWL Mode

The revised "General High School Mathematics Curriculum Standards(2017 Edition)" published in 2020 expounds on the content and requirements of the disciplinary core competencies.It explicitly emphasizes the cultivation of students’ ability to pose inquiries during the teaching process.However,the current practice in mathematics classrooms primarily focuses on teacher-initiated questioning,while issues persist regarding students’ reluctance,hesitation,and ineptitude in expressing their own queries.Therefore,this paper is based on the practical research conducted to foster high school students’ mathematical questioning ability within the KWL framework.This study employs survey methodology,literature review,experimental research,and interviews.By investigating the state of students’ questioning ability in a certain middle school in Linfen City,various aspects such as students’ personality traits,questioning habits,ability to pose mathematical questions,and factors influencing students’ classroom questioning behavior are examined.The results indicate that adolescent students are vivacious and inquisitive in their daily lives,often inquiring about the "why." However,they lack critical thinking in the process of learning mathematics,and their questioning ability is generally low.The primary factors affecting students’ questioning behavior include a lack of knowledge regarding how to ask questions,fear of the teacher’s or classmates’ opinions,and the absence of questioning habits.Based on the analysis of the current situation and the characteristics of the mathematical discipline,this study refines the KWL framework with the aim of developing students’ classroom questioning ability.Subsequently,this model is applied to the teaching practice of first-year high school mathematics.Two classes with similar questioning abilities are selected as the experimental group and control group,respectively.The KWL model and traditional teaching methods are implemented in the two groups to explore the impact of the KWL model on students’ questioning ability development.Based on the findings of the practical research,the following conclusions are drawn:(1)A comparative analysis of the pre-and post-experimental results of questioning ability tests between the experimental and control groups demonstrates the positive effect of mathematics teaching under the KWL model on enhancing students’ mathematical questioning ability.(2)Compared to the control group’s questioning ability test results,the experimental group shows significant improvement in their classroom questioning ability after the experiment.There are notable differences in students’ problem awareness,quantity of questions,quality of questions,and expression of questions before and after the experiment.(3)The KWL model enables students to recognize the significance of posing questions in mathematical learning.The majority of students have a high level of acceptance for this model,and their questioning ability gradually strengthens.Although a small number of students do not exhibit significant improvement in questioning ability after the experiment,interviews and classroom observations indicate a noticeable improvement in their learning attitudes and increased interest in mathematics.