“问题”作为数学的发端，是推动数学发展的根本动力。《义务教育数学课程标准》（2022年版）中要求学生要能从日常生活、自然现象或科学情境中发现和提出有意义的数学问题。学生能在问题情境下发现和提出问题是后续分析和解决问题的基础和前提，故数学问题提出能力是课标要求的初中生必备的一项重要能力。当前国内初中生数学问题提出能力的研究滞后，亟待对影响初中生数学问题提出能力的教学因素进行实证调查，以便更好地利用教与学因素促进学生数学问题提出能力的提升。

以往对学生数学问题提出能力的研究集中在小学学段，对初中学段关注很少，对影响初中生数学问题提出能力的教与学因素的实证调查研究更为匮乏。在教师因素方面，教师问题情境设置对学生数学问题提出能力是否有影响一直存在研究矛盾的情况；在学生因素方面，研究只探讨了学生数学知识基础以及学生问题提出自我效能感与初中生数学问题提出能力之间的相关性，没有通过调查探讨学生问题提出策略与学生数学问题提出能力之间的相关关系。在实证调查研究中，对于学生个体因素是否能对初中生的数学问题提出能力产生影响没有确定性的答案。

本研究采用调查法，综合运用问卷、访谈和课堂观察等多种工具进行数据收集，根据可接近性原则选取北京市2所中学共4个班的162名八年级学生作为调查对象，采用自编的教师问题情境设置、学生数学知识基础和学生问题提出策略调查问卷，改编的学生问题提出自我效能感问卷、初中生数学问题提出能力测试题为调查工具，经检验问卷信效度良好，以此来探讨初中生数学问题提出能力的发展现状及其教与学的影响因素。

研究发现：（1）初中生数学问题提出能力处于中等偏下水平（得分率46%），具体来说学生在问题提出的流畅性（得分率76.72%）和复杂性（得分率71.94%）上表现较好，学生在问题提出的灵活性（得分率51.22%）、扩展性（得分率15%）和新颖性（得分率16.72%）上存在困难，亟待提高；（2）教师问题情境设置的水平整体较好，教师更倾向于设置与实际生活相联系的问题情境来引导学生提问；（3）教师问题情境设置水平与初中生数学问题提出能力之间存在正相关，教师问题情境设置水平对学生数学问题提出能力有显著正向预测作用；（4）学生个体因素中，学生数学知识基础、学生问题提出自我效能感以及学生问题提出策略与初中生数学问题提出能力之间均存在正相关关系。学生数学知识基础对初中生数学问题提出能力有显著正向预测作用，学生问题提出策略对初中生数学问题提出能力有显著负向预测作用，学生问题提出自我效能感对初中生数学问题提出能力的影响不大；（5）在学生数学问题提出能力的影响因素中，与教师问题情境设置的影响相比，学生个体因素是主要影响因素。

根据研究结论，对初中生数学问题提出能力的培养提出4项建议：（1）初中生的数学问题提出能力亟待提高，在问题提出的种类上，教师要重视知识网络的形成以促进学生问题提出种类的多样化，在问题提出的扩展性和新颖性上，教师要引导学生形成举一反三、勤于思考的数学学习习惯；（2）教师要精心设置问题情境，同时考虑到学生的个体因素，以提升初中生的数学问题提出能力；（3）关注学生数学知识基础对其数学问题提出能力的影响；（4）教师要善于引导学生正确运用学习的问题提出策略，使其发挥应有作用。

As the beginning of mathematics, "problems" are the fundamental driving force behind the development of mathematics.The Mathematics Curriculum Standards for Compulsory Education (2022 Edition) requires students to be able to identify and pose meaningful mathematical problems from everyday life, natural phenomena, or scientific situations. Students' ability to identify and pose problems in situations is the basis and prerequisite for subsequent analysis and problem solving, so the ability to pose mathematical problems is an important ability required by the standards for junior high school students. The current research on the problem posing ability of junior high school students lags behind, and it is urgent to conduct an empirical investigation on the pedagogical factors that affect the problem posing ability of junior high school students in order to better utilize the teaching and learning factors to promote the improvement of students' problem posing ability in mathematics.

Previous research on students' problem posing ability in mathematics has focused on the elementary school level, with little attention to the middle school level, and there is a paucity of empirical research on the teaching and learning factors that affect middle school students' problem posing ability in mathematics. In terms of teacher factors, there have been contradictory studies on whether teachers' problem setting has an impact on students' problem posing ability; in terms of student factors, studies have only explored the correlation between students' mathematical knowledge base and students' problem posing self-efficacy and students' mathematical problem posing ability, but not the correlation between students' problem posing strategies and students' mathematical problem posing ability through investigation. The relationship was not explored through surveys. In the empirical research study, there is no definitive answer as to whether individual student factors can have an impact on middle school students' mathematics problem posing ability.

In this study, a survey method was used to collect data using a combination of questionnaires, interviews and classroom observations. 162 eighth-grade students from four classes in two middle schools in Beijing were selected as respondents according to the principle of accessibility, and a self-administered questionnaire on teachers' problem setting, students' mathematical knowledge base and students' problem posing strategies, an adapted questionnaire on students' problem posing self-efficacy, and questions on middle school students' mathematical problem posing ability were used as survey instruments.

The study found that: (1) middle school students' ability to ask questions in mathematics was at a moderate to low level (score 46%), specifically students performed better in the fluency (score 76.72%) and complexity (score 71.94%) of questions asked, students had difficulties in the flexibility (score 51.22%), extension (score 15%) and novelty (score 16.72%) of questions asked. (2) the overall level of teachers' problem setting was good, and teachers were more inclined to set problem situations related to real life to guide students' questions; (3) there was a positive correlation between teachers' problem setting level and junior high school students' ability to ask questions in mathematics, and teachers' problem setting level had a significant positive predictive effect on students' ability to ask questions in mathematics; (4) Among the individual student factors, there were positive correlations between students' mathematical knowledge base, students' problem posing self-efficacy, and students' problem posing strategies and junior high school students' mathematical problem posing ability. Students' knowledge base of mathematics had a significant positive predictive effect on their ability to ask mathematical problems, students' problem posing strategies had a significant negative predictive effect on their ability to ask mathematical problems, and students' problem posing self-efficacy had no significant effect on their ability to ask mathematical problems; (5) among the factors influencing students' ability to ask mathematical problems, individual students' factors were the main influencing factors compared with the influence of teachers' problem situation setting. were the main influencing factors.

According to the findings of the study, four recommendations are made for the development of junior high school students' mathematical problem posing ability: (1) junior high school students' mathematical problem posing ability needs to be improved urgently. In terms of the types of problems posed, teachers should pay attention to the formation of knowledge networks to promote the diversity of students' problem posing types, and in terms of the extension and novelty of problem posing, teachers should guide students to form the mathematical learning habit of asking questions and thinking hard; (2) Teachers should carefully set up problem situations while taking into account individual student factors in order to enhance junior high school students' mathematical problem posing ability; (3) pay attention to the influence of students' mathematical knowledge base on their mathematical problem posing ability; (4) teachers should be good at guiding students to properly use the learned problem posing strategies so that they can play their proper role.