Research On The Problem - Solving Teaching

Problem-solving teaching has been brought to the attention of educational scholars and practitioners, but ill-structured problem-solving and teaching is an emerging topic in the field of educational theory and practice. Ill-structured problems are often encountered in our life. As the construction of a bridge leading students to the society, school education should also pay attention to the cultivation of the students’ ability to solve such problems.Analyzing the literature of ill-structured problem-solving and teaching, the author find the existing research more on the view of the psychology and less from the dimension of teaching theory. This study from the view of teaching theory focuses on two issues. One is what the present situation of the ill-structured problem-solving teaching is. The other is what teaching strategies can promote students to solve these problems.Analyzing and integrating previous research, the ill-structured problems can be divided into condition-open, strategy-open policy, conclusion-open situation-open. The analysis of three versions of mathematics textbooks for primary schools (Jiangsu Education Publishing House, people’s education Publishing House, published by Beijing Normal University) shows that the number of ill-structured problems is low the condition-open ill-structured problems are less than other types of problems, and there are some differences between the versions of the mathematics textbooks. Moreover, the result of non-structured interviews and classroom observation research method illustrates that many teachers can recognize the value of ill-structured problem-solving teaching, but less are willing to take it into practice.The domestic related teaching cases’analysis show that there is a small number of ill-structured problem-solving teaching practice, the various types of ill-structured problems-solving teaching are imbalance and teaching practice is not scattered into system. In contrast, the "Jasper series" cases focus on the situational-open type of problem-solving teaching, adopt a generative model of teaching, provide students with a variety of instructional scaffolding, and attach importance to improving the students’ ability to solve those problems.Research shows that creating a safe classroom environment, helping students t identify a specific learning goals, reasonably using external rewards and improving the students’ intrinsic motivation to stimulate students’ motivation; adopting the tactics of gradual, direct type and establishment situation presents the ill-structured problems; choose knowledge-centered strategy and situation-centered strategy to promote students to solve the problem; Targeted paper and pencil tests to choose the way of evaluation, performance assessment, combination of students’ self-evaluation and mutual evaluation; enriching students’ knowledge of metacognitive, strengthening students’ metacognitive experience and improving students’ self-monitoring ability.