A Study On Chinese Problem-solving Knowledge In School Mathematics

Problem solving is the core activity in mathematics teaching.China’s basic education has a huge accumulation of problem solving knowledge,and many international scholars also call China a big country of problem solving.It is curious about the occurrence and development of mathematics problem solving knowledge in China.However,there is not much discussion on the subject of solving problem knowledge in the academic community of China,and the research is mainly focused on the description and brief introduction of some characteristics of the research content in China after the reform and opening up.This research attempts to carry out a deep historical exploration of solving problems in China,that is,starting from the source,the mathematical problem solving is carried out in a historical and cultural context.In particular,from the perspective of the history of knowledge society,we study the production and manufacturing mechanism,dissemination,influence,validity and limitations of problem-solving knowledge.At the same time,we examine the relationship between external factors and knowledge production,manufacturing,communication,influence and limitations.Referring to the books,journal articles and thesis in databases such as Duxiu,CNKI,CDDB,CADAL（China Academic Digital Associative Library）and the Chinese Periodical Full-text Database,this paper studies the knowledge of China since the 19^th Century by classified searches,comparisons and a data analysis.The specific research questions include:（1）how did the basic concepts of related questions and problems develop in China?Since the establishment of the modern school in 1904,what important changes have there been in the study of mathematical and mathematical problems in basic education in China today?Who is its main producer?How to make and spread?What is the dynamic mechanism?（2）what are the effects of China’s social transformation,Chinese and Western mathematics and education traditions,and international problem-solving on China’s mathematics problem-solving knowledge?Through the study,the following main conclusions are obtained:the first,the modern question-solution（answer,proof）is the western mathematics and the emergence of the"Westernization"of mathematics and education,but the narrative system of solving problems has to be stable until the last century in the 40s.Second.After the reform and opening up,the number and scope of mathematics problem solving knowledge of our country appeared in the reform and opening up.Especially since the beginning of this century,the number of psychological problems has increased.Third.In the manufacturing production and dissemination of problem solving knowledge,the knowledge production in China has gone through five stages.Before the end of Ming Dynasty to the war of 1894,the production of problem solving knowledge mainly depends on the translation and compilation of the missionaries,the domestic mathematicians and the aides of the mathematics enthusiasts,and the organization is mainly the internal compiling Department of the missionaries and me.A translation agency established by the country itself.In the late 40s of the war of1894,a large number of Japanese,European and American countries were translated or compiled,and their producers were mainly foreign students.After 30s,the knowledge of local production problem solving began to dominate.In this period,a large number of teachers and university teachers participated in the production,and their manufacturing and dissemination mainly depended on the production.Such as the Commercial Press,such as the private publishing house.From 50s to 70s of last century,the knowledge of solving problems in this stage was mainly distributed in periodicals,teaching methods,problem solving guidance,self-study series,problem sets and textbooks,which greatly enriched the problems and questions.These knowledge mainly came from the Soviet Union,and the publication and distribution were mainly undertaken by the state-owned institutions.The fourth stage was in the80s and 90s of last century.It was a period of content and rich and complex.The knowledge of solving problems was widely used.Most publishing houses were involved in it.It was criticized as"question sea tactics".The fifth stage is nearly twenty years in this century.There have been some new trends in the study of solving problems in this century.New academic positions and research institutes such as PhD,research institutes and workshops have emerged and are promoting the production and manufacture of problem-solving knowledge.Fourth,in the knowledge type,most of our knowledge of problem-solving is empirical knowledge,and very few are empirical knowledge.Empirical knowledge and some empirical knowledge can be called method class knowledge,that is,its purpose or value is to solve some mathematical problems.This kind of knowledge can be called interpretative knowledge.They are the process of interpreting and disseminating the knowledge of the existing mathematical disciplines.Fifth,social trend of thought,Chinese and Western mathematics and education,and Western knowledge of problem-solving have had a profound impact on the production and dissemination of problem-solving knowledge in China.The Eastward Development of mathematics was a byproduct of the missionary missionary work of the western missionaries.The reason why Western religions were difficult to spread in China was because there was no religious tradition in China.The traditional mainstream thought is only regarded as a minor art and the inheritance of traditional mathematics essence has been interrupted,so the mathematics delivered by them has not been spread.It is obvious that the mathematics of the deductive structure of the"geometric original"is much different from the mathematical work of Chinese quiz grass structure.It is obvious that the mathematics of deductive structure is not conducive to teaching.As a textbook,it is necessary to further explain and add examples,while Chinese mathematics works can be directly used as a textbook,without further adding to it.Under the premise of work,nature is not conducive to communication.The subsequent problem-solving tutorial publications in China clearly return to the tradition of quiz.In the Qing Dynasty,missionaries clearly realized that China had the tradition of attaching importance to education,and set up schools.Since three thousand years of unprecedented changes,China gradually realized the practical value of mathematics,began to take the initiative to bring mathematics,and under the profound influence of examination culture,modern mathematics knowledge was eventually widely produced and spread.Traditional mathematics is invisible in the context of improvement,revolution and reform.Sixth.As far as the study of problem solving is concerned,even after 49 years,the theme of our country’s mathematical problem solving is still mainly derived from foreign countries,but obviously,whether or not it advocates the tradition,its background is deeply branded by Chinese traditional education,mathematics and examination culture,and the knowledge of solving problems has shown strong Chinese characteristics.Until the 90s of last century,the problem of solving problems was seldom seen from the perspective of mathematics.The translation and understanding of problem solving give different meanings in different times.