On The Students' Ability In Rasing Mathematical Questions

Curiosity, so to speak, the motive to explore the environment is presumably an evolved behavior that enables our kids to gain information about an object or environment in the interest of survival, while the emotional motivation to bring up questions is believed to be the ultimate key for curiosity cultivation and, in the long run, our next generation education for all-around development. Along with the pathetic fact that most school kids enjoy playing spectators in class, many questions arise: What determines individual differences in intensity of curiosity? Can curiosity be taught by an aware caregiver? This issue's been brought to attention of educationists and social scientists nation-wide, with impressive theories developed over the past few years, while none of which, however, has ever been put into practical use. And on the other hand, the nation's elementary education system is widely characterized by intellectually under-qualified instructors and loose linkage between existing theories and class activity.Given the miscellaneous nature of human emotion itself, the direct cause for the lack of motivational explorative behavior is known to be perplexing, and to some extent a combined effect, either intrinsic or extrinsic, from both our kids and their instructors as well. With the aim to shed more light on this ever-lasting mythic sticking-point, the author presented the statistical results sampled from questionnaires collected in several major high or junior middle schools of Zhuzhou, and also proposed balanced plans that were proved to help increase motivational questioning by a yearlong experiment held in Zhuzhou Thesis outline:...