Research Ability Elementary Mathematics Problem Solving

The world we live in is quietly undergoing tremendous changes. The high-tech have continuously not only updated acceleration of the development of society, but also improved the social demand for person and personnel training mode of school education. As an important part of an integral part of the education, mathematics education is incumbent upon to assume corresponding responsibility. Learning mathematics can not only help students to master the basic knowledge and skills, but also can make them be good at discovering problems, questions, rational analysis of problem and solve the problem.Since the last1980s, in the field of mathematics education, as an international hot spot of concern, the study of "problem solving" has not been interrupted."Problem solving" stressed that students should take initiative to explore and emphasis on students’ grasp of problem-solving process. It also encourages students to autonomy, cooperate, explore and gain a variety of learning experiences, to improve the students’ interest in mathematics learning, improve student found issue, problem, analyze problems, problem-solving skills. Practice has told us that before our primary school students’ awareness and awareness of the problem is not strong enough, innovative thinking and practical ability is relatively weak, so exploring the composition of the elementary school mathematics problem-solving ability and targeting capacity-building strategies to improve students’ math solving ability.The study contains two parts, which contain:First of all, on the basis of combing analysis of domestic and foreign research, the core concepts involved in the study made the definition for the deficiencies in the existing research to strengthen the elementary school mathematics problem-solving ability, according to the latest ideas of the new curriculum reform and the requirements of the overall goal, trying to construct a problem-solving ability structure for the overall development of primary and secondary students. Research as the primary mathematical problem-solving capacity of the comprehensive ability, will be divided into four abilities which are find problems, ask questions, analyze problems and solve problems. These four capabilities, at the second level, also can be divided into11kinds(the third level). Every level of ability has been made appropriate definition, objectively described in terms of teachers, students and other influencing factors which elementary school mathematics problem-solving ability.Secondly, in the framework, on the basis of the constructed elementary school mathematics problem-solving ability, research take YZ YC school for an example. Then a series of practical research in accordance with the capacity of the structure has been done, including the implementation of the observation of classroom teaching, questionnaires, papers sampling analysis and interviews with teachers YC primary schools mathematical problem solving ability reality to analysis, summarize the existing problems and to identify the possible causes behind.Finally, we have built elementary school mathematics structure to solve the founded problems and the analysis of problems, to find problem-solving capacity-building strategy, which including:the transformation of students, problem-solving, develop students’ problem-solving good study habits; improve the way of teaching and promote the formation of students’ problem-solving ability; build an effective mathematics classroom to improve students’ problem-solving capacity-building environment. Wish that YC school and other primary and secondary schools could benefit a lot from the research, which provide references to develop students’mathematical problem-solving ability.