Analysis Of The Research Of The Mathematical Problem-Solving Teaching In China

In this paper, the author studied the (SHUXUE TONG BAO》(founded in august1936, it has had a history of76years by august2012) published between the time from July1979to August2012. Articles about Mathematical Problem-Solving Teaching published on (SHU XUE TONG BAO》 can be divided into three periods:from1970s to1980s-period of introduction and advocacy;1990s-period of lucubrating;21st century-period of introspection and enrichment. The purpose of this paper is to find out the features of the Research on The Mathematical Problem-Solving Teaching in the three periods mentioned above by carding the course of its development. Finally, it is hoped that the paper can be used for reference in practice and in research of mathematics education today and in the future.This paper includes five parts:Chapter one:In the introduction, the author first introduces the purpose and significance of the research, the research status in China and abroad, and the research method and its innovation. Then, terms such as Mathematical Problem, Mathematical Problem-solving, Mathematical Problem-Solving Teaching are explained. Besides, in the part of research purpose and significance, a brief introduction of the emergence and development of the main research object-(SHUXUE TONG BAO)) is given.Chapter two:Further research on the Mathematical Problem-Solving Teaching during the time from late1970s(resumed publication of (SHUXUE TONG BAO》 in1979) to1980s is done on the basis of statistical analysis of the research literature about Mathematical Problem-Solving Teaching published on the 《SHUXUE TONG BAO》. In the early stage of this period, research on the Mathematical Problem-Solving Teaching focused on compiling and introducing the theory. Later, the research on the Mathematical Problem-Solving Teaching is done in China mainly in the form of mathematics teaching of solution theme and it emphasized mathematical thinking, cultivation research, mathematical methodology. In the last section of this chapter, other features of the research on the Mathematical Problem-Solving Teaching during the time from late1970s to1980s are discussed as repletion (detailed analysis is made on the heuristic education, the discovery method in teaching and the first article On Problem-Solving in Mathematical Education (by Ren Zi Chao), of which the key word is "problem-solving").Chapter three:First, on the basis of statistical analysis of the research literature about Mathematical Problem-Solving Teaching published on the 《SHU XUE TONG BAO》 in1990s, the research characteristics of the Mathematical Problem-Solving Teaching is further clarified. There is a dramatic increase in the number of research articles about Mathematical Word problem Solving Teaching published on the ((SHUXUE TONG BAO)) since1993. It can be said that the research on Mathematical Problem-Solving Teaching is mainly research on Mathematical Word problem Solving Teaching, to which comprehensive emphasis is attached. Relative educational theories in Japanese Mathematical educational world such as Mathematical Open-problem Teaching, Task-based Learning etc in this period arouse the interest of the Chinese Mathematical scholars. In1990s, the research on Mathematical Problem-solving Teaching and the research on Mathematical Problem Solving Teaching coexisted. Since1994, a lot of the related research articles increased significantly and the research subjects are mainly the implication of meta-cognition, the function of meta-cognition in problem solving etc.Chapter four:On the basis of statistical analysis of the research literature about Mathematical Problem-Solving Teaching published on the 《SHU XUE TONG BAO》 in the21st century, reflection on Mathematical Problem-Solving Teaching is made from a practical level. Also, further research is made on the characteristics as well as the connection and differences of Mathematical Problem Solving Teaching, Word-problem Solving Teaching, Mathematical Modeling Teaching, Open-problem Solving Teaching etc. innovative learning, inquiry-based learning, and investigative learning are of particular importance in Mathematical Problem-Solving Teaching, on which more profound research is made.Chapter five:In this part, the author summarizes the research features of the three periods in the development of Mathematical Problem-Solving Teaching. Besides, the author discusses the deficiency of the research and the future research prospects.