数学师范生问题提出能力现状的调查与分析

An Investigation and Analysis of the Problem-Posing Abilities of Mathematics Teacher Candidates

摘要: 本研究以某省属师范大学数学与应用数学专业的本科生为研究对象，综合运用测试卷与问卷调查法，考察了数学师范生问题提出能力的现状。结果表明：数学师范生提出的问题在数学性与可解性上表现较好，但在复杂性与变通性上存在不足。尽管该群体普遍认同问题提出的价值，但在实践主动性与行为转化方面存在滞后。此外，不同年级、不同高考数学成绩以及是否具有教育实践经历的师范生，其问题提出能力均呈现出显著差异，不同性别师范生仅在问题提出的主观认知层面存在差异。

Abstract: This study takes undergraduates majoring in Mathematics and Applied Mathematics at a provincial normal university as the research subjects. By comprehensively employing test papers and questionnaire surveys, it examines the current status of mathematics teacher candidates’ problem-posing abilities. The research yielded the following findings. The problems posed by the candidates demonstrated adequate mathematical soundness and solvability but were often lacking in complexity and flexibility. Although this group generally recognized the value of problem posing, they were lagging in practical initiative and behavioral transformation. Furthermore, problem-posing abilities differed significantly across grade levels, Gaokao mathematics scores, and the presence or absence of educational practice experience, while differences between genders were only evident in subjective cognition of problem-posing.