| With the development of the times,innovative talents have become the foundation of a country’s development.Innovation begins with the questioning spirit of the problem and the introduction of new problems.Therefore,it has become an upsurge of social research to study and cultivate students’ awareness and ability to raise questions.However,the research on the problem is not mature,and there is less research literature available for reference.This study takes four types of situations as the research perspective:personal situation,professional situation,social situation and scientific situation,selects the fifth grade students of Hangzhou C primary school as the research object,and comprehensively uses the test method and classroom observation method to study mathematical problem-posing of primary school students in different situations.The main research questions are: what is the overall situation of y the primary school students’ problem-posing,are there differences on the primary school students’ problem-posing in different situations,and what are the situations about the primary school students’ problem-posing in real class.And the conclusions are following: First,there is no difference in the number,quality,and speed of questions raised by students of different genders.Second,there are differences in the number,quality,and speed of students with different mathematics levels.Third,students have significant differences in the quantity,quality,and level of mathematics questions in different situations.The number,quality,and level of questions raised by primary school students in their personal situations are higher than the number,quality,and level of questions raised in the other three types of situations. |
