A Study On The Teaching Practice Of Using Self-questioning Method To Develop Students’ Ability To Examine Problems In Mathematics In The Lower Elementary School

The purpose of this thesis is to explore how to develop mathematical problem solving skills of lower elementary school students through the self-questioning method.The ability to examine problems in mathematics is a kind of mathematical reading ability,which is the thinking ability to read and obtain information from text,diagrams,etc.,understand the information correctly,and use it reasonably to analyze and answer.The development of students’ problem-solving skills is related to the full development of their potential and the overall improvement of their quality.The ability to examine questions can be developed through "learning,accumulating,reflecting and consolidating".After compiling and analyzing related studies,I found that problem solving is not given much attention by students and teachers in actual teaching.Since the lower elementary school is an important period for students to develop good learning habits in all aspects,the author chose to focus on developing students’ awareness and ability of problem solving from the lower elementary school.Therefore,the main questions addressed in this study are:(1)To understand the problems of students’ problem solving in the lower elementary grades through questionnaires and tests.(2)Interviews with front-line teachers to find out the problems in the teaching process.(3)To design a set of self-questioning templates for classroom teaching based on metacognitive theory and students’ interrogation barriers.(4)Practicing the strategy and verifying the effectiveness of the strategy.This paper adopts the methods of literature analysis,test paper analysis,questionnaire analysis,interview method and experimental method to investigate the current situation of students’ mathematical problem-solving ability in lower elementary school by using the Questionnaire of Mathematical Problem-Solving Ability in Lower Primary School as a testing tool,and statistics on students’ performance in five dimensions: problem-solving awareness,problem-solving habits,problem-solving methods,problem-solving skills and problem-solving metacognition;through in-depth communication with front-line lower primary school mathematics teachers,we find out the current situation and teaching attitudes of teachers towards developing students’ problem-solving ability.Through in-depth communication with front-line mathematics teachers,we understand the teachers’ current teaching status and attitude toward developing students’ problem-solving ability;through data analysis,we find out the main problems of students in problem-solving,and design a set of mathematics problem-solving self-questioning sheets suitable for lower elementary school students according to metacognitive theory,and embed them into daily teaching for long-term training.The main findings of this study are:(1)The current situation of students’ problem solving:students in the lower elementary school have insufficient knowledge of mathematical problem solving;some students have not developed good habits of mathematical problem solving;they lack reasonable methods of problem solving;they cannot analyze and solve more complex mathematical problems in depth;they lack self-reflection and monitoring of the problem solving process and have not built up good metacognitive skills.(2)The current situation of teachers’ teaching: incomplete cultivation of problem-solving ability;single teaching method;single evaluation method;lack of practical links.(3)Facilitating effects of the self-questioning method on students:(1)it cultivates students’ independent learning and active thinking ability;(2)it improves students’ sensitivity to and understanding of mathematical problems;(3)it strengthens students’ ability to analyze and solve mathematical problems;(4)it improves students’ ability to monitor and reflect on their own learning and problem-solving process.(4)Experimental results:The implementation of the instructional strategy of the self-questioning method improved students’ five dimensions of problem-solving awareness,problem-solving habits,problem-solving methods,problem-solving skills,and problem-solving metacognition,and could improve students’ problem-solving ability and mathematics performance.The findings of this study have some guiding significance for improving students’ learning effectiveness in mathematics in the lower elementary school,and also provide some references for the innovation of mathematics teaching methods.