Research Of Different Problem-posing Situations Effect On Mathematical Problem-posing Study In High-grade Of Primary School

With the implementation of Basic Education Curriculum Reform, the students’creativity is becoming the focus. The student’s ability to ask questions is an importantmanifestation of their creativity. Problem-posing is came up, more and moreeducators pay attention to it. Recently, most of the researches in our country focus onproblem-posing teaching mode, while still relatively few in-depth study on problemsituations.Problem situations, as the perspective of this research, selecting fifth-gradestudents from primary school as research subjects and attempting to explore the effectof problem situation on problem-posing and then trying to make a breakthrough ofimproving students’ problem-posing ability on situational aspects. The researchintegrated use of the method, such as the test method, interviews, observation method.The main research problems are as follows: overall analysis of students’problem-posing; analysis the level of students’ mathematical problem-posing underdifferent situational types; analysis of problem-posing in classroom and teachingeffectiveness under different situational types. On the basis, this research tries toreveal the differences of students’ problem-posing between different situations andsubjects and then makes recommendations for the majority of teachers in creatingsituation of teaching.The study found:First, the number and types of students’ problem-posing: from the quantitativepoint of view, the number concentrated in one or two, rarely three; In terms of typesof problem, most are simple problems, few of developmental problems.Second, comparison among students’problem-posing in different situations: groupinvestigation activities created the largest number in problem-posing, the minimumnumber was from story situation. As the type of problems, there was no significantdifference among the four situations. There was no significant difference in thesituational subject of problem-posing in number either. However, the number of socialsubject was lower than personal subject and school subject in type and score.Third, the result of students’ favorite type of different situations: story and groupinvestigation activities were the two top types and most of them liked to see pictures;Students preferred personal life themes to social, public and school life themes.However, there was no significant difference among the three themes.Fourth, comparison of problem-posing in students’ classroom teaching effectunder different situational types: group investigation activities brought bestconsciousness of problem-posing,as well as creating relaxing classroom atmosphere.Compared to pure text, colorful pictures and fascinating stories attracted students’attention better, and created lively atmosphere in the classroom.