| The ability to raise questions is an important part of the "Four Abilities",which not only occupies a significant position in the high school mathematics curriculum standards,but also serves as an important lever for cultivating students’ creativity.The first year of high school is the starting point for high school students to learn mathematics.Cultivating the ability of first year students to solve function problems is beneficial for improving their ability to solve mathematical problems.Therefore,it is of great significance to investigate the current situation and influencing factors of first year students’ ability to solve function problems.This study will focus on three questions:What is the current status of the ability of first year high school students to pose function problems? What are the factors that affect the ability of first year high school students to pose function questions? What are the strategies for improving the ability of first year high school students to pose function questions?This study selected a total of 565 students from ten classes in the first grade of a senior high school in a county of Shiyan in Hubei Province as the research objects.Based on the function content,this study investigated the status quo of function question posing ability of senior one students by using the test paper method,questionnaire survey method and interview method,and found that the status quo of function question posing ability of senior one students is(1)The overall level of function question posing ability among first year high school students is at level 2:understanding and connection level.The number of high school students who pose the function problem at levels 1 and 2 is the highest and the proportion is equivalent.(2)There are differences in students’ ability to pose functional problems in three different problem scenarios.In structured contexts,the ability of first year high school students to pose function problems is concentrated at level 1: memory and reproduction levels;In a semi structured context,the ability of first year high school students to pose function problems is concentrated at level 3: reflection and expansion level;In an open context,the ability of first year high school students to pose function problems is concentrated at level 2: connection and variation levels.(3)The situation of students not scoring varies in three different problem scenarios.There are two types of situations where students do not respond in a structured context and ask questions or repeat the original questions based on known conditions in the context;The reason why students are unable to successfully propose mathematical problems in a semi structured context is mainly due to insufficient conditions for the proposed problems;In open situations,insufficient conditions are still the main reason for not scoring,but the quantity is much less than in semi structured situations when the questioning conditions are insufficient.(4)The higher the academic performance of first year high school students,the higher the average of their ability to pose function problems.The ability of first year high school students to pose function problems is positively correlated with their academic performance,but the correlation is weak.(5)Both male and female students in the first year of high school have a level of understanding and connection in function question posing.Female students score slightly higher in function question posing ability than male students,but there is no significant gender difference overall,and there is no significant gender difference in the three types of problem situations.In the survey,it was found that the factors that affect the ability of first year high school students to pose function questions can be divided into internal and external factors.The internal factors mainly involve students’ value identification,problem awareness,questioning quality,and questioning experience.A survey found that high school students agree with the value of asking questions,but this sense of identification does not make students equate problem posing with problem solving.Students believe that problem posing is dependent on problem solving,and their problem awareness is weak,they do not actively discover or think about problems,and they lack questioning experience,Most students do not possess good questioning qualities.The external factors mainly come from three aspects: teachers,classmates,and family.The survey found that teachers did not have a systematic and specialized teaching method for students to ask questions,and did not pay enough attention to the cultivation of students’ problem-solving ability;Nearly half of the first year high school students are influenced by their classmates in raising questions;Most families have not played their due role in cultivating the ability of first year high school students to solve function problems.Based on the above content,this study provides the following suggestions for improving the functional problem posing ability of senior high school students:(1)Cleverly arranging three types of problem situations to stimulate students’ problem awareness;(2)Cultivate interest in asking questions in various ways to enable students to actively ask questions;(3)Create a democratic atmosphere and adopt diverse evaluation methods;(4)By setting an example,teachers first become the discoverers and proponents of problems;(5)Emphasize method guidance to enable students to ask questions independently;(6)Strengthen family school cooperation and bring into play the role of family education. |
