Experimental Study On The Problem-Finding Character Of 3-Grade And 5-Grade Pupils

Long ago, scientists began to pay attention to problem and its constitution, and in psychological field, experimental study on problem-finding could retrospect to as early as Patrick's inaugural study in 1935.But there is almost a blank on the experimental study of children's problem-finding character.Aiming to the shortage of ancient study, in this research, we investigated children's difference of problem-finding character in different fields including scientific field and living field, and the effect of presenting-mode and clew to problem-finding character. At the same time, we investigated the developmental character of children's problem-finding character. This research could not only enrich relative theories of children psychology, but also provide theoretical foundation and practical direction for investigation-model study and the actualization of diathesis-education and creativity-education idea.We adopted 2X2X2 blend design in this research. This three independent variables were problem's different fields, presenting-mode of material and clew. In the three factors, problem's different fields was inner-group factor. 124 3-grade pupils in Beibei Experimental Primary School and 138 5-grade pupils in Primary School Pertain to South-West Normal University were participated in this experiment.(this two schools were all city-emphasis primary schools) We got the following findings in this experimental condition:(1) The scores of language-presenting were higher than that of object-presenting on the quality of the problems.(2) Clew centralized students' thinking range. Clew could influence the quantity of the problems positively and 3-grade pupils were influenced by clew easier than 5-grade pupils. But to the quality of the problems, only 5-grade pupils could be influenced by clew positively.(3) On the quantity of the problems, the scores of scientific field were higher than the scores of living field, but on the quality of the problems, the scores of living field were higher than the scores of scientific field.(4) The scores of 5-grade pupils were higher than that of 3-grade pupils on the quality of the problems.