A Study On The Correlation Between Critical Thinking And Mathematical Problem Consciousness Of Senior High School Students

Study of mathematical thinking, especially critical thinking and mathematical problem consciousness is always the hot issue that experts and scholars research. With the rapid development of the Chinese curriculum reform, teachers turn their attention to this subject based on the needs of the teaching task and teaching goals. The cultivation of critical thinking and problem awareness calls for more and more high premise and the study about the correlation of these two aspects is also becoming increasingly important.The paper expounds the correlation of high school students critical thinking and mathematical problem consciousness from five parts. Firstly, the author questions through the consult massive literature, and reviews the critical thinking, problem awareness and the correlation of critical thinking and mathematical problem consciousness. Secondly, the author defines the conception of critical thinking, problem consciousness and the correlation of critical thinking and mathematical problem consciousness. Problem consciousness is the starting point and the power of critical thinking. Critical thinking creates a feedback loop with the consciousness of question. Thirdly, the author investigates and analyzes the correlation of critical thinking disposition and mathematical problem consciousness. Fourthly, the author investigates and analyzes the correlation of critical thinking skills and mathematical problem consciousness. Fifthly, the author gives suggestions and case for teaching according to the results of the study.The paper investigates306students in HIGH SCHOOL ATTACHED TO SHANGDONG NORMAL UNIVERSITY and the high school in Qi He through the questionnaire. The author investigates the correlation of critical thinking disposition and the original dynamic factors, regulatory elements and cognitive elements. The author investigates the correlation of critical thinking skills and the original dynamic factors, regulatory elements and cognitive elements. We find that the quality of thinking, emotional characteristics and critical thinking skills are significantly related to curiosity, exploration desire, doubt, criticism, volitional quality, the meta cognitive monitoring, observation and the structure of knowledgeThe author puts forward lots teaching suggestions in this paper. Teachers should cultivate students’ emotional quality, observation, exploration desire, and guide the students to carry on the reasonable doubt on more learning objects and contents actively. They should train the students to form the good knowledge structure consciously. They should cultivate students’ rational questioning skills, analytical skills, reasoning skills, judgment skills and evaluation skills also.