“问题提出”在数学教育中占有重要地位，2011年《义务教育数学课程标准》在总目标中提到：学生应初步学会从数学的角度发现和提出问题。随着素质教育的深入推进，“问题提出教学”逐渐受到国内数学教育研究者和一线教师的共同关注，不少教师尝试在数学课堂中采用问题提出教学，并撰写相关的教学案例，但目前探究该教学对学生数学学习兴趣、数学情感等方面影响的研究较少，而数学学习兴趣对学生数学学习起到重要作用。因此，本研究为探究问题提出教学对小学生数学学习兴趣的影响，进行了准实验研究。

在国内外研究基础上，本研究梳理“问题提出教学”的研究概况，总结“问题提出教学”的理论基础和课堂设计流程。在国内外学习兴趣量表基础上，本研究编制《数学学习兴趣调查问卷》量表，分为情境兴趣和个体兴趣两个维度。研究对象选取北京市海淀区Q小学四年级两个班作为实验组和对照组，实验组进行问题提出教学，对照组采用常规教学。经过前后测数据分析、访谈和课堂观察的基础上，得出以下三点结论：

第一，实验组和对照组《数学学习兴趣调查问卷》得分结果表明，在经过教学实验后，实验组和对照组数学学习兴趣总分、情景兴趣部分得分存在显著性差异，个体兴趣部分差异不显著。说明问题提出教学对学生数学学习兴趣的整体提升、情境兴趣的提升有显著的促进作用，而对于学生个体兴趣的提升作用效果并不明显。

第二，基于《数学情感问卷》、课堂观察和访谈分析，可以发现学生的课堂表现更加积极主动，对数学的喜爱程度有所提升。原因在于问题提出教学课堂氛围和谐，提供给学生的学习机会较多，不同水平的学生能在交流中不断建构新知，从而对数学更加喜欢和感兴趣。

第三，基于《数学问题提出能力试题》、课堂观察和访谈分析，可以初步发现在经过问题提出教学后，更多学生能够提出有意义的数学问题，并且提出的问题在可读性、合理性、情境性提升较为明显，复杂性和变通性上无明显变化。

"Problem raising" occupies an important position in mathematics education. The 2011 "Mathematics Curriculum Standards for Compulsory Education" mentioned in  the general goal that students should initially learn to discover and ask questions from the perspective of mathematics. With the in-depth advancement of quality education, "problem-raising teaching" has gradually attracted the common attention of domestic mathematics education researchers and front-line teachers. Many teachers try to use problem-raising teaching in mathematics classrooms and write relevant teaching cases. There are few studies on the influence of this teaching on students' interest in mathematics learning, mathematics emotion, etc., and mathematics learning interest plays an important role in students' mathematics learning. Therefore, this study conducted a quasi-experimental study in order to explore the effect of problem-proposed teaching on the interest of primary school students in mathematics learning.

On the basis of domestic and foreign research, this study sorts out the research overview of "problem-posing teaching", and summarizes the theoretical basis and classroom design process of "problem-posing teaching". On the basis of domestic and foreign learning interest scales, this study developed the "Mathematics Learning Interest" scale, which is divided into two dimensions: situational interest and individual interest. The research subjects selected two classes in the fourth grade of Q Primary School in Haidian District, Beijing as the experimental group and the control group. Based on pre- and post-test data analysis, interviews and classroom observations, the following three conclusions are drawn:

First, the scores of the "Mathematics Learning Interest" questionnaire between the experimental group and the control group show that after the teaching experiment, there are significant differences in the total score and the situational interest part of the experimental group and the control group, but the difference in the individual interest part is not significant. . It shows that the problem-proposed teaching can significantly promote the overall improvement of students' interest in mathematics learning and the improvement of situational interest, but the effect of improving students' individual interest is not obvious.

Second, based on the "Mathematics Affect Questionnaire", classroom observation and interview analysis, it can be found that students' classroom performance is more active and their love for mathematics has improved. The reason is that the classroom atmosphere is harmonious, and there are more learning opportunities for students. Students of different levels can continuously construct new knowledge in the exchange, so they are more like and interested in mathematics.

Third, based on the "Mathematics Questions Ability Test Questions", classroom observation and interview analysis, it can be preliminarily found that after the teaching of questioning, more students are able to ask meaningful mathematical questions, and the questions raised are readable and reasonable. , The situational improvement is more obvious, and there is no obvious change in complexity and flexibility.