数学师范生问题提出能力的评价及其影响因素研究

Evaluation and Influencing Factors of Problem-Posing Ability among 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样本，运用因子分析法对其问题提出能力进行了评价，并采用多元线性回归模型分析了其影响因素。结果显示：数学师范生问题提出能力整体处于中等水平。年级、数学学科基础、教师支持反馈与课堂提问习惯对问题提出能力有显著正向影响，性别、问题价值认知与中小学评价导向认同无显著影响。本研究为数学师范生培养提供了实证依据，也为数学教育领域的相关研究提供了方法参考。

Abstract: This study takes undergraduate students majoring in Mathematics and Applied Mathematics at a provincial normal university as the sample, evaluates their problem-posing ability using the factor analysis method, and analyzes its influencing factors through a multiple linear regression model. The results indicate that the overall problem-posing ability of these candidates is at a moderate level. Grade level, mathematics achievement, teacher support and feedback, and classroom questioning habits all have a significant positive impact on problem-posing ability. In contrast, gender, cognition of the value of problem-posing, agreement with the assessment orientation of primary and secondary schools show no significant influence. This study provides empirical evidence for the training of mathematics teacher candidates. It also offers methodological insights for related research in the field of mathematics education.