| The thesis takes teachers and students in two classes in the sixth grade of a primary school in Wuhan as the object of study,and the two classes are taught by teachers in different languages.One class implements problem teaching methods and the other class conducts routine teaching.In this study,the problem teaching method started in March from the beginning of the sixth grade 1 class to the end of May,a total of 12 weeks.In the first week of the experiment and one week before the end of the experiment,the language creativity of all the subjects was collected for the pre-test and post-measurement language creativity scores,and the students of the 2 classes in the sixth grade were given text reading materials,and related questions were asked,respectively,and the quality of the children's questions was assessed.Through the pre-test and post-test,the analysis of variance was carried out,and the influence of the problem teaching method on the creativity of language was studied,including the influence of language originality,language refinement and language fluency.1.Taking the sixth grade Chinese curriculum as an example,this study discusses the influence of problem teaching method on students' Chinese creativity,and draws the following conclusions.2.The implementation of the problem-based teaching method,the teacher's teaching activity,the problem of the students,the problem-solving strategy guidance,the fine processing of the language,the teacher's effective evaluation,the creative result display is beneficial to the improvement of the student's question level and the student's language creativity.3.The problem teaching method has an effect on the improvement of the quality question level of the students. |
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