Middle School Students Question Of Capacity Development And Its Study Of The Relationship Between Reading Comprehension Skills

Problem Posing, also called problem formulation, is a kind of behavior one detecting a problem and posing it consciously when he is doing something. In the real world, the first step of problem solving, is detecting a problem, and posing it. Only when one encounters a problem, and poses it with specific word, can he go on with other steps of problem solving. Therefore, problem posing is the precondition and the basic of problem solving. Modern Educational Psychologists put more and more emphasis on the students' consciously taking part in and consciously thinking when they solving problems. And the opinions of these psychologists are changing gradually, from that the problem posing is the privilege of teachers, to that the participants of the problem posing activity can be teachers and students. The research of students problem posing is so popular now in the study of teaching and learning. At the same time, as one of students' basic learning abilities, ability of reading comprehension is another focus of learning psychology. Considering that the development of students' ability of problem posing must be related with certain subject, our research relates the study of student problem posing with the study of reading comprehension. We have two purposes: one is through our research, finding a proper position for student problem posing in subject learning; another is doing some groundwork for future research in this realm. The main object of our research is students' ability of problem posing. And the main method we used in our research is open-ended questionnaire. Through these questionnaires, we collect the data about development of students' problem posing and students' reading comprehension score. And we analyzed the figure of student problem posing, the figure about the relationship between students' ability of problem posing and ability of reading comprehension. The results and conclusions of our research are listed below: 1. The sum of students' problem is relatively few. With the increase of the quantity, the number of students who posed the same number of question is decrease. 2. In the quality aspect of student problem posing, most of the students who posed problems are at problem level 1. The higher of question level, the fewer of the students and the questions be posed. 3. Students' ability of problem posing enhances with grade. The results of None-parameter Test show that the grade differences are significant at problem level 2 and level 3. At problem level 1, no differences are significant. 4. Significant differences also have been tested at problem level 2 and level 3 by different sex. Generally speaking, female students posed more problem than male students. At problem level 1, no differences are significant. 5. In summary, students' ability of problem posing positively correlates with their ability of reading comprehension. The higher of their ability of problem posing, their reading comprehension level is higher. 6. In summary, students' ability of problem posing have no significant relationship with their learning expectation, Chinese score, parents educational level, and other demographic variables. 7. Students' ability of problem posing only has significant relationship with their familiarity of the articles at problem level 3. At problem level 1, level 2, there are no significant relationships between these two variables.