Cultivation Of Students' Awareness Of The Problem In Three-dimensional Geometry Teaching

21st century is characterized by innovation, and the problem is the starting point for innovation, and the power of innovation. Problems can promote the development and progress of society. Therefore, improving the students’ problem consciousness in teaching process is necessary. We make a study on improving the students’ problem consciousness in Solid Geometry teaching process. We hope to find the teaching strategies to develop students’ problem consciousness.The first chapter mainly describes the background of the raised issues and the domestic and international overview about the research status on improving the students’ problem consciousness on current, and point out the importance of researching students’ mathematic problem consciousness. The current study abroad on improving problem consciousness is only formating a number of major teaching modes, while domestic research on developing students’ problem consciousness is primarily experience. The significance of this research concludes:it is the need of the times; it can enable students to develop independent learning habits and to make classroom teaching more efficient.The second chapter mainly describes the concept associated with problem consciousness and the theoretical basis of the study. From the concept of awareness and problem, and according to studies of Xu Jianping in ZheJiang University, we raise the meaning of mathematical problem consciousness; then it introduces the six dimensions impacting problem consciousness in detail:suspicion, confusion, anxiety, criticism, curiosity, inquiry; it describes the basic foundation of psychology and pedagogy of problem consciousness; finally, it introduces the evaluation criteria of cultivating the students’ problem consciousness in classroom teaching.The third chapter mainly introduces a survey on high school students’ mathematical problem consciousness by questionnaire, and then we analyze the result of the survey. The analysis concludes:the current most dimensions of problem consciousness are in a low level and it is a direct cause making their problem consciousness weak; factors of affecting the students’ problem consciousness are traditional teaching concepts, traditional teaching methods, traditional teacher authority and the student’s own learning process information properly, poor attitude and lacking of skills of post question.According to the causes of students lacking of problem consciousness and my teaching practice of a semester, the fourth chapter mainly gives the principles of improving problem consciousness:"zone of proximal development" principle,"step by step" principle,"to encourage and support" principle. It gives the strategies on developing students’ problem consciousness from different perspectives in the classroom of solid geometry:creating problem situations; creating a democratic, harmonious and equitable relationship between teachers and students; enabling students to develop good study habits; changing teaching methods; teaching students how to ask questions.