近年来世界许多国家和国际组织纷纷提出学生发展核心素养框架，以明确面向未来的育人目标，引领教育改革方向，培养能够应对科技高速发展所带来挑战的新时代人才。在我国提出的核心素养框架中特别强调了学生应学会学习，其核心就是能够运用所学解决实际问题。这就要求学生首先要具备发现并提出问题的能力，而这样的问题一定是能够促进学生理解所学内容并学有所用、解决真实问题的。有研究证明只有当学生对内容足够理解时，才能够提出此类问题。然而，学生在提出此类问题时面临着巨大的困难，分析原因主要：（1）往往更多地关注零碎的知识点；（2）缺少有效的学习策略；（3）缺乏对自己学习效果的评价。这些都导致了学习者对学习内容的理解程度不高，很难提出理解性问题，更无法迁移解决真实情境中的问题，这在一定程度上阻碍了他们核心素养的发展。

本研究根据学生理解的特征，以生成性学习以及元认知相关理论为框架，围绕学习的选择、组织、整合三个认知过程以及学生的元认知形成了促进学生提出理解性问题的策略。本研究面向C中学初二年级学生的数学学习开展准实验研究，验证该策略的有效性，研究主要分为三个阶段：第一阶段，笔者通过文献阅读，聚焦学生自主学习和生成理解性问题的现状，为下一步的理论推演奠定基础；第二阶段，分析问题产生的原因，形成促进学生提出高质量理解性问题的策略；第三阶段，通过准实验研究收集实验数据，对学生提出的问题进行内容分析，验证四阶段策略的有效性。

本研究形成了以下结论：关注学生认知过程以及元认知能力的四阶段策略，能够促进他们提出高质量的理解性问题，其主要包括描述性、解释性、联系性三类问题。该策略主要包括以下四个阶段：（1）勾画标记，选择出关键信息：学生使用划线、标亮等方式做标记，随后选择出现频率较高的词汇或公式等重要信息；（2）建立结构整合联系，绘制概念图：学生通过补充概念图，关注新知识间的结构及其已有知识间的联系；（3）联结生活，提出理解性问题：通过提示语，引导他们思考如何在生活场景中应用本章节重要的内容，以及可能出现的相关试题，进而提出自己的问题；（4）外化理解，描述问题提出过程：使用引导语指导学生清晰地陈述提出问题的过程，以此不断反思，有助于他们将此提出高质量问题的方法内化，并能在后续的学习中有意识的监控自己问题的质量。

实验结果表明通过使用该四阶段策略，学生能够更好地提出理解性问题，掌握提出高质量问题的学习方法，以期达到促进理解拥有问题解决能力的目标。

In recent years, many countries and international organizations around the world have proposed a core literacy framework for student development to clarify the goals of future-oriented education, to lead the direction of educational reform, and to cultivate new-age talents who can meet the challenges posed by rapid technological development. The core literacy framework proposed by China particularly emphasizes that students should learn to learn, the core of which is to be able to apply what they have learned to solve practical problems. This requires that students should first have the ability to identify and ask questions that can facilitate their understanding of the content and learn to use it to solve real problems. Studies have shown that students are only able to ask such questions if they understand the content well enough. However, students face great difficulties in asking such questions, analyzing the reasons for which are: (1) tend to focus more on fragmented knowledge; (2) lack of effective learning strategies; and (3) lack of evaluation of their own learning effectiveness. All of these lead to a low level of understanding of the learning content, making it difficult for learners to ask comprehension questions and even less able to transfer to solve problems in real situations, which to some extent hinders the development of their core literacy.

Based on the characteristics of students' comprehension, this study uses generative learning and metacognition-related theories as a framework to form strategies to promote students' asking comprehension questions around the three cognitive processes of selection, organization, and integration of learning and students' metacognition. In this study, a quasi-experimental study was conducted to verify the effectiveness of this strategy for the second year students of middle school C. The study was divided into three stages: in the first stage, the author read the literature to focus on the current situation of students' independent learning and generating comprehension problems, and to lay the foundation for the next theoretical derivation; in the second stage, the causes of the problems were analyzed, and a strategy was developed to promote students to ask high-quality comprehension problems In the third stage, experimental data were collected through a quasi-experimental study, and a content analysis of the questions students asked was conducted to verify the effectiveness of the four-stage strategy.

This study formed the following conclusions: the four-stage strategy that focuses on students' cognitive processes and metacognitive abilities can promote them to ask high-quality comprehension questions, which mainly include descriptive, explanatory, and connective questions. The strategy consists of the following four stages: (1) outlining markers and selecting out key information: students use underlining and highlighting to make markers and subsequently select important information such as words or formulas that appear more frequently; (2) establishing structural integration connections and drawing concept maps: students focus on the structure between new knowledge and the connections between their existing knowledge by supplementing concept maps; (3) making connections to life and asking comprehension (4) Externalize understanding and describe the process of problem formulation: Using the guide, students are guided to clearly state the process of problem formulation as a means of continuous reflection, which helps them to internalize this approach to asking quality questions and to be able to consciously monitor their problem formulation in subsequent learning. They were able to consciously monitor the quality of their questions in subsequent learning.

The results of the experiment showed that by using this four-stage strategy, students were better able to ask comprehension questions and master the method of asking quality questions in order to achieve the goal of promoting comprehension and problem-solving skills.