A Strategic Research On The Culltivation Of Fifth Grade Students’ Variable Problem Solving Ability

The primary stage is a critical period for the formation of students’ abilities,the formation of which is of great significance to their rational thinking,scientific spirit and the promotion of their personal intellectual development.The Mathematics Curriculum Standards for Compulsory Education sets out specific requirements for the development of students’ abilities;the essence of variation is to transform problems rationally,so that students realise that all changes are made in the process of problem formulation and promote the formation of their abilities;and PISA,as a large international assessment programme,uses assessment to promote development and let students know the strengths and weaknesses of their abilities.Based on this,this study,after a practical investigation of students’ variable problem-solving abilities,attempts to propose optimisation strategies and recommendations,expecting to make some contribution to the current situation of the development of students’ variable problem-solving abilities and to promote the formation and development of other abilities.This project uses questionnaires,measurement surveys and interviews to investigate the specific situation of students’ variable problem solving skills in Year 5,starting from existing research,summarising and reviewing relevant research at home and abroad,and analysing the effects of variable problem solving skills on students in relation to constructivist teaching theory,variation theory and nearest developmental zone theory.To increase the objectivity of the study,a questionnaire survey,a measurement survey and an interview were conducted in Year 5 of Primary School S in S.The questionnaire survey was divided into six dimensions to understand students’ perceptions of the dimensions of variation problem solving ability,and the pilot survey was a further refinement of the questionnaire to examine students’ ability to solve actual variation problems,both of which were studied by students;the interview was conducted to understand whether teachers used variation teaching and The interviews were conducted to find out whether teachers use variation teaching and whether they develop students’ variation problem-solving skills,providing qualitative information for the study.By summarising the above survey,we discovered that problems in the development of variable problem-solving skills include students’ poor understanding of knowledge and difficulties in transferring it;students’ difficulties in extracting information and weak problem analysis capabilities;students’ poor study habits and calculation skills;teachers’ lack of knowledge of variation and lack of application in teaching;less creation of teaching contexts and deficiencies in the teaching process.The factors that influence the problems include students’ cognitive level and the formation of thinking stereotypes;the complexity and variety of problem types and students’ fear of difficulties;students’ poor attitudes and behavioural habits;teachers’ one-sided knowledge of variation and biased concepts;and old-fashioned educational concepts and single teaching methods.On the basis of the above mentioned issues and causes,corresponding optimisation strategies are proposed,including active exploration by students and the development of divergent thinking;graded teaching according to students’ nearest development zone;multiple assessments to guide students to establish correct learning attitudes;changing teachers’ educational attitudes and establishing a consciousness of lifelong learning;and updating teachers’ teaching philosophy and practising variation in a competence-oriented manner.