A Case Study Of Primary And Middle School Students' Questioning Competence

Students'problem-posing is an important component of effective learning, and is a prerequisite for efficiently conducting of the scientific researches. Therefore, much attention has been paid to the cultivation of students'problem-posing competence by teachers. Owing to the deficiency in the formal studies of developing students'questioning competence of at home. Various errors have been made in teaching practice. Thus, the purpose of the thesis is to identify the characteristic of students'questioning in the teaching activities and the author own designed teaching activities with reference to the scientists'characteristics of problem-posing, so as to get some implications for the cultivation of students'problem-posing competence.On the basis of cognitive psychology theory, the thesis analyzes the context of teaching materials or activities and students'problem-posing characteristics with case study and interview. This thesis consists of five parts. Partâ… , introduction, raises the research questions, and describes the literature review and relevant theoretical foundation. Partâ…¡examines the relevant concepts. Partâ…¢is the teaching case. Partâ…£analyses the characteristics of scientists'problem-posing. Partâ…¤shows cultivating problem-posing competence.The main conclusions of the study are as following:(1) The distinctions of valuable problems and non-valuable problems in teachingMany problems are fragmented, no core and no long-term goals, so they are not led to the inquiry for increasing knowledge purposefully. Many of the problems that the students posed are no value in the large teaching practice. Problem-posing comes from the difference of casual observation, which is connected with the knowledge and experience of students. Meanwhile, the thought of student is not so profound; the problems can not be solved through experiments.The valuable problems in teaching are from the contradictions between the students'knowledge and the observed phenomenon. The problems linked much knowledge and experience can promote students to deeply think and discuss.