Cultivate The Awareness Of Primary School Mathematics Teaching Strategy Research

Chinese leaders have always attached importance to innovative education because the competition between countries is the competitiveness of the national innovation capacity. Innovation thinking is the core of the innovation ability. Questions are the starting point of innovation thinking and question consciousness is the driving force of innovation thinking. If there is no question, the thinking will be shallow thinking, passive thinking, and stopping thinking. So the question consciousness is the key to cultivate innovative thinking. So far on the question consciousness research results, the specific teaching strategies look like having more meaning in concrete specific disciplines study. Therefore this paper chose to study teaching strategies of cultivating primary students' mathematics question consciousness.Cultivating primary students' mathematics question consciousness is necessary and possible because Primary stage of development is the key period of life and mathematics in primary school has its features. The question consciousness research results at home and abroad are lack of system studying question consciousness' characteristics, formation mechanism, and effective teaching strategies and so on. In this study, the author observed primary students' question consciousness observation in math classes, and then the author had an investigation. The author explored the question consciousness' characteristics and formation mechanism based on the investigation, and then the author explored the effective teaching strategies of cultivating primary students' mathematics question consciousness.This paper has eight chapters. Chapter I is Introduction. This chapter outlines the study's necessity, possibility, purpose, content, meaning, ideas and methods. This chapter reviews related research and analyzes the limitations and trends of question consciousness research. Chapter II is the theoretical foundation. Carefully consider theory, found study theory, constructivist learning theory, and "nearest development area" theory pave the way and give guidance of to the study. Chapter III has defined the concept of mathematical questions, question consciousness, primary students' mathematics question consciousness, and teaching strategies of cultivating primary students' mathematics question consciousness and so on. Chapter IV analyzes the status quo of China's primary school students' mathematics question consciousness through survey research and interviews so as to get the teaching strategies of cultivating primary students' mathematics question consciousness. It also supports the base of reality to expound the characteristics and formation mechanism of primary school students' mathematics question consciousness. Chapter V and Chapter VI analyze the characteristics and formation mechanism of primary school students' mathematics question consciousness. Primary students' mathematics question consciousness has ontology characteristics and study period characteristics. The ontology characteristics include outside dominance and inner recessiveness. The formation mechanism of primary school students' mathematics question consciousness includes psychological mechanism of formation and the conditions of formation. Chapter VII proposes the teaching strategies of cultivating primary students' mathematics question consciousness based on the characteristics and formation mechanism of primary school students' mathematics question consciousness. The teaching strategies of cultivating outside dominance mathematics question consciousness include: Make pupils clearly understand the meaning of "raise questions"; Create question situations according to primary characteristics, characteristics of mathematics and mathematics learning content; Teachers inspire questions and leave pupils "blank" time; Teach pupils the skills of raising questions and guide the normative interpretation; Establish portfolio of mathematical questions and set up the question solving group; The teaching strategies of cultivating inner recessiveness mathematics question consciousness include: Create a harmonious democratic classroom atmosphere; Enhance interest in mathematics learning and maintain curiosity and cultivate the spirit of suspicion; Consolidate mathematical foundation and build good cognitive structure; Strengthen the training of Divergent Thinking; Potential use of the dialectical thinking. Chapter VIII is about the principles to implement the teaching strategies.