Research On The Design Of Subject Problems To Promote The Development Of Primary Students’ Thinking

Nowadays,Basic education reform in China has reached a new stage which is paying attention to the development of students’ key competencies.Intellectual economic talents and innovative talents in the 21 st century not only need to master the knowledge accurately but also analyze,interpret and apply knowledge by using the higher-order thinking.In practice,the students can’t acquire the ability of the higher-order thinking immediately,but in a slow way.That’s why we have to think about the way of promoting the development of students’ thinking.In teaching,the subject problems are connected to the students’ thinking which develops in problem-solving and the development of students’ thinking.Therefore,the way how to design subject problems has become the breakthrough of promoting the development of students’ thinking.However,the teachers usually ignore the correspondence between the design of subject problem and the development of the students’ thinking,which is the reason why the effect of the design of subject problem is disappointing.Accordingly,it’s necessary to seek a better way of problem design to promote the development of students’ thinking for theory and practical guidance in classroom teaching.Theoretically,in order to combine the development of students’ thinking and the design of subject problem,we have to analyze the connotations of the development of students’ thinking,the problems existing in the design of subject problem,the rationale behind dividing thinking levels and the relation between the development of students’ thinking and the design of subject problem.Based on this,this research is divided into five parts.The first part is the introduction,which mainly discusses the reasons of the research,the definition of the core concepts,the research design and the literature review.The second part mainly discusses two aspects.On the one hand,this part analyzes the connotation of the development of students’ thinking from three dimensions of the knowledge theory,learning theory and development theory.On the other hand,it also points out that the value of the development of students’ thinking based on the students’ study and development.The third part is the survey of present situation.The successful experience of the subject problem design in classroom teaching,the obvious problems and the causes of these problems are analyzed from four levels including purpose,form,content and result.The methods of interview and classroom observation are employed in part two.The fourth part is about sorting out the different levels of students’ thinking based on related theories,furthermore,it constructs the levels of thinking.The fifth part puts forward three sorts of principles and four strategies of problem design,which is based on the new division of students’ thinking to solve the corresponding problems.This research has some breakthrough and contribution in theory and practice.Firstly,finding out the reason why the design of subject problems is flat and inefficient by using interview method and classroom observation.Secondly,it divides the levels of students’ thinking on the basis of analyzing relevant literature.Finally,three principles and three strategies are put forward about the design of subject problems based on the combining with the new levels of thinking,which offer some valuable references and inspirations for the primary school teachers.