| Cultivating the ability of students to pose problem is one of the aimsof the current quality-oriented education, and an important way to fostertheir criticize and innovative thinking and teach them how to learneffectively. Using the model of posing problem in the mathematicsteaching of secondary normal school, we can foster the students' initiativespirit and enthusiasm to study mathematics, and also can raise the students'ability to think and solve mathematics problem through training them forposing problem. For this reason, this paper taking the mathematicsteaching in a secondary normal school as an example makes a deeperresearch on how to cultivate the ability of students to pose problem. Part one Meaning and significance of posing problem and reviewof relevant literature This part defines "problem" and "mathematics problem" firstly; andanalyzes the meaning of posing problem and it's significance inmathematics education; finally, classifies and reviews the research ofposing problem. Part two Theoretical foundation and model to cultivate the abilityof students to pose problem First of all, this part introduces its theoretical foundation in pedagogy,including the constructivism pedagogy theory, "zone of proximaldevelopment" pedagogy theory, and associate pedagogy theory. On the basis of this, constructs the teaching model of cultivating theability of students to pose problem. The model can be divided into fourstages: 1. Creating mathematical situations. After explaining the significanceof creating mathematical situations and illustrating the principle thatshould be followed, the paper emphasized the bi-directional way to createmathematical situations—namely can be set up by the teacher to let thestudents analyze; also can be designed by the students according themathematical problems which was put forward by the teacher. iv2. Guiding the students to pose problem. Firstly we introduced thebasic thinking model of posing problem to the students integrating dailyteaching activity in order that the students can grasp the basic way to poseproblem on the whole; secondly pointed out that the teacher can guide thestudents posing problem concretely through the training model of "reflectof one's thinking". 3. Discussing the problem. After the students have formed theproblem elementarily, discussion in a group or the whole class can impelthe students to think, correct and refine their problem. It is an importantprocess to train the students to pose problem. According to the teachingpractice, the author modeled the discussion in the classroom into a concreteprogram. 4. Posing new problem in solving the problem. After forming thescientific problem, the teacher should guide the students to pose newproblem further during the process of solving the problem. This is thespringboard to pose new problem. Part three A pedagogical experiment of cultivating the ability ofstudents to pose problem Utilizing the teaching model, we further carried out a three-monthexperimental study of the mathematical education in a secondary normalschool, and evaluated and analyzed the experiment in terms of the numberof students who raised problems, the number and level of the problemsputs forward, and the marks of students' school work. The result of the research: 1. The results of pedagogical experiment manifest that the designedteaching model can promote the ability of students' posing problem, whichspecifically manifests in the increase of both the number and level of theproblems have been posed, and therefore the improvement of students'school work mark. 2. The pedagogical experiment manifest that the teaching model haddifferent effects on the students in different levels, unremarkably on thesuperior students, remarkably on the inferior students. Part four A summary of the pedagogical experiment... |
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