A Primary Study On How Middle School Students Pose Problem In The Real Situation

Problem Posing, also known as the problems that the individual aware of the issues of processing, organization, it can be expressed in the form of language, graphics or action, and passed to themselves or others. In real life, people often face their own unknown situations, and always through question-posing to search the answers. Therefore, problem posing is the premise and foundation of solving the problem .This study was to address the real situation of middle school students how to study the issue, to raise questions on the characteristics of middle school students have a better understanding, so as to question the future ability of students and even students in scientific exploration of the ability to intervene and to lay a culture of theoretical research.In this study, based on previous studies, the Lin xiang City, Hunan Province Taolin Middle School 39 eighth-grade students for the test, "water fountain experiment" as a material context, tried to understand how to ask questions when they were in face of the real situation. The test is divided into three phases, namely: To observe the characterization, to explain situations, personally experimental stage, respectively, and the problems and response were recorded in each phase of the test. Measurement of specific steps: First of all, we exhibited the main test demonstration experiment to the students and require them observe carefully and ask questions. And then through interviews with the main trial to understanding of the test modes , which the situation how to explain, and the main trial how to correct their questions. Finally , require students to experiment personally and raised new problems again.To achieve the purpose of the study, we fix on the following research content:1)The relationship between representation of the students observe the situation and raised questions;2) The models of students how to explain the problem situation, and the relationship between models and raised the issues;3) Students how to make more problems in the situation of experiment personally;4) Students how to correct their own problems, and what strategy was adopted;5) What are the characteristics of all questions asked by students in three stages;6) qualitative distinctions contrast, the excellent and poor teams throughout the course of testing demonstrated the characteristics or differences.In addition, based on using for reference of Edward & Jinfa classification issues,this study was divided the raised issues from the test into three categories as follows:â‘ A category, the question refers to "unknown factors", situational information processing The way to repeat the forthcoming operation and is connected directly to ask questions;â‘¡B category, is the problem in the context of information to be compared, combined, the replacement to ask questions, problems at the "unknown factors";â‘¢C category, that is, change In the context of the issue to the information, the question refers to "specific factors." Based on the above study conditions, the results were shown as follows:(1) In observation and characterization stage, the problems raised by the secondary school students are mostly to be Class A, and is the 70 percent of all the problems in this stage. The number of their questions was related to the degree of the characterization of situation. Students of the problem situational information concerns, the issues raised also, especially for Class A problems.(2) to explain situation again raised the issue of secondary school students stage C category significantly increased, accounting for the new issues raised by 61.8%. Study indicate that students raise questions under the situation, the problem is not a no "solution", the students ask questions and guess the process of understanding closely related. Guide the students to guess the problem context of explanation, to put more students in higher quality issues.(3) In personal experimental stage, the students found new phenomenon, also including " the context of the phenomenon was not appeared in the original experiment", thus the issue Class A increase evidently, and reach to 82.5 percent of new issues in this stage, the number of students ,who correct questions, is small .(4) The procedure of asked questions by students is also the process of their own amendments of the original one and raised new issues. Generally, to correct the problem is mainly exhibited in four areas: 1) semantic repeat ;2) add new details (or elements), the problem with the new space at ;3) to delete the issue of a detail or element, or even delete an issue ;4) replace or change a factor, a point of view, the level of this change. The strategy adopted by the main Fine and abstract way. Raised new issues, is generally the discovery of new production and the details of the suspect. The strategy of new issues was including analog strategy and guess strategy.(5) In the whole stage, the number of question raised by middle school students is the relatively general, and most of them were to be the A category. The category A, B Class, C category was accounted for 68 percent of the all questions, 12.6 percent, 19.4percent, respectively. These may related to the situation and problems containing more unknown composition.(6) It was overall analysis of the situation of the question raised by secondary school students in the three stages, and qualitative comparison of the similarities and differences by the two subjects (E group and the group N) in the situation of the question raised in the whole stage. The levels of the characterization of questions in the situations and the number and quality of raised questions by two subjects was exhibited differences ,but there is no significant differences in the interpretation of the problem situations, and the modified strategies is basically the same.Finally, from the reflection of the interview process design, data analysis and other aspects, furthermore, based on the evil result, some referenced opinions was presented for the teaching of science and education in this paper, such as creating a different problem situations according to the different knowledge background.