【正文】 外文原文1On Mathematics Teaching Experiment of “Setting Situations and Posing Problems” in Middle and Primary Schools1 Proposition of the experiment In the 21st century，the education of China faces the era challenge： economical internationalization、more educated，developing in science and technology at a high speed makes the human civilization move towards integration. “The rising and declining of a country depends on the education”. The modern school education plays a crucial role in training scientists and experts. The key quality of different experts is innovation consciousness and innovation ability. This es from problems. Where there is no problem，there is no innovation . The discipline teaching is the main channel that the school educates. The discipline teaching of mathematics is an extremely important ponent of discipline teaching. So， no matter in order to solve the subject matter existing to mathematics teaching， or to realize the goal of mathematics teaching under the new form， mathematics teaching in middle and primary schools must be launched in order to train students` mathematics problem consciousness and to improve students` ability of posing and solving mathematics problems. So， the activity of posing and solving mathematics problems should be dissolved as an organic whole in mathematics teaching， showing the appearance that mathematics happens ，develops and is created. This is the important supplement for solving problems in the past and the essential intension of the goal now in mathematics teaching. It is a key issue of the course reform of national mathematics at the same time .Poliya attached great importance to the research that mathematics problems were solved in the early 20th century. He made enormous contribution to the teaching of solving problems. The mathematics course standard in America stipulated clearly mathematics problems were solved for the center of mathematics teaching of the school in the eighties of the 20th century. After the seventies of the 20th century, China promoted the extensive research that the students in middle and primary schools solved mathematics problems. We may make a general survey of recent developments that international mathematics educates. Then we can say， in the mathematics teaching of the school，the teaching that mathematics problems were solved has caused the general concern and got great achievements. On the contrary， the teaching of posing problem has not got the due attention . It has been ignored for a long time in China. In middle and primary schools， the students` mathematics problem consciousness is weak and their ability of posing mathematics problems is very low. Even if the ability of solving mathematics problem seems single. It has been shown that they solved much routine and closed mathematics problems but little open mathematics problems. The phenomenon that the ability that the Chinese pupil posing mathematics problems is obviously less than the American pupil has been found by us and the professor of University of Delaware . It is an illustration.A mathematics problem evolves from the mathematics situation. The mathematics situation is an environment ，in which the mathematics activity is engaged . It is one condition of producing mathematics behavior too. Through the observation and analysis of mathematics information in the mathematics situation， people will doubt and puzzle. Then they can form the question progressively. Therefore，it is an important job to set mathematics situations. in mathematics teaching of posing problem. When we are setting mathematics situations ，we should bine the content of courses， link teaching goal closely ， suit students` cognitive petence and close to their most recent development area. We should make them have abundant mathematics message， be vivid and ocular as much as possible，be apt to understand ， so that students can pose mathematics questions. And then the teacher let students go to solve their self mathematics problem posed and experience mathematics knowledge form and develop while obtaining mathematics knowledge.On the basis of the understanding of the above，we think we must change the state of mathematics teaching in middle and primary schools，strengthen students39。” 2003年,中國教育學(xué)會批準(zhǔn)上面的教學(xué)實(shí)驗(yàn)課題的程式列入中國教育學(xué)會第十個五年計(jì)劃。 “情境問題”數(shù)學(xué)教學(xué)的實(shí)驗(yàn)獲得專家、學(xué)者、教研部門的國內(nèi)數(shù)學(xué)教育界的好評。 每所學(xué)校參加“情境問題”數(shù)學(xué)教學(xué)實(shí)驗(yàn), 新一輪的教師都能進(jìn)入數(shù)學(xué)課程教學(xué)取得更好的發(fā)展,根據(jù)新的教育理念,并推動教育改革實(shí)施。教師應(yīng)重視領(lǐng)導(dǎo)學(xué)生提出的問題,并解決學(xué)生的問題，是學(xué)生得到相應(yīng)的發(fā)展。四年教實(shí)踐顯示它是能夠通過老師在中小學(xué)中容易地被應(yīng)用的新的教育想法和一種基本的教學(xué)方式。）在 2001 年 5 月被出版。3 實(shí)驗(yàn)的過程和結(jié)果 2001 年 1 月在貴州的某些中小學(xué)最初開展“情境問題”形式的教學(xué)實(shí)驗(yàn)研究。 教學(xué)方法：老師能夠靈活地采用各種教學(xué)方法。 核心模式：質(zhì)疑并提出質(zhì)疑,讓學(xué)生加強(qiáng)“問題意識”,提出問題和解決問題的能力貫穿于整個教學(xué)過程 內(nèi)在聯(lián)系：這是數(shù)學(xué)的情況下,這是一個焦點(diǎn)。根據(jù)上述了解,我們認(rèn)為：要改變目前中小學(xué)數(shù)學(xué)教學(xué)的現(xiàn)狀,必須加強(qiáng)學(xué)生的問題意識培養(yǎng),轉(zhuǎn)變數(shù)學(xué)課堂教學(xué)的方式,重視建立數(shù)學(xué)情境和培養(yǎng)學(xué)生提出問題的能力,重視運(yùn)用數(shù)學(xué)知識解決數(shù)學(xué)問題。因此，在提出問題的數(shù)學(xué)教學(xué)中設(shè)置數(shù)學(xué)情境是一份重要的工作為了。美國特拉華大學(xué)的教授舉的這一個例子表明中國學(xué)生提出數(shù)學(xué)問題,顯然比美國學(xué)生差了很多。相反,在中國長期以來一直忽視，教學(xué)帶來的問題還沒有得到應(yīng)有的重視。 在20世紀(jì)80年代，美國的數(shù)學(xué)課程標(biāo)準(zhǔn)明確規(guī)定數(shù)學(xué)是解決問題的數(shù)學(xué)教學(xué)中心。這樣，提出和解決數(shù)學(xué)問題的活動應(yīng)該落實(shí)到數(shù)學(xué)教學(xué)中的每一個環(huán)節(jié)和沒一個學(xué)生。 現(xiàn)在的問題是現(xiàn)在缺少的是創(chuàng)新意識和創(chuàng)新能力的專家。如何判別學(xué)生質(zhì)疑能力所處于何種水平，值得探討。通過“問題學(xué)習(xí)”，培養(yǎng)起學(xué)生自主的學(xué)習(xí)態(tài)度、較強(qiáng)的問題意識、分析問題解決問題的創(chuàng)新精神和實(shí)踐能力。當(dāng)前，國際上反映教學(xué)改革潮流有這樣三句話——“在問題中學(xué)習(xí)”、“在行動中學(xué)習(xí)”、“在合作中學(xué)習(xí)”。原蘇聯(lián)基于對問題在學(xué)生學(xué)習(xí)和發(fā)展思維中的價值的認(rèn)識，為了實(shí)現(xiàn)進(jìn)行創(chuàng)造性教學(xué)，培養(yǎng)具有獨(dú)立性、創(chuàng)造性精神的學(xué)生，在上個世紀(jì)八十年代開展了“問題教學(xué)”的研究，在現(xiàn)代教學(xué)改革中做出了成功的嘗試，并取得了寶貴的經(jīng)驗(yàn)。上個世紀(jì)九十年代中期，美國在中小學(xué)和幼兒園開展了“問題學(xué)習(xí)法”的研究，并取得了成功。研究者在教學(xué)過程中，利用教學(xué)資源對學(xué)生進(jìn)行質(zhì)疑能力的訓(xùn)練和培養(yǎng)。㈡．從單科教學(xué)中探討學(xué)生質(zhì)疑能力培養(yǎng)的研究。學(xué)生在學(xué)習(xí)中所提的疑問，可以憑借已掌握的知識和學(xué)習(xí)方法能解決的就自行解決，能通過相互交流解決的就商討解決。如果什么疑都要質(zhì)，顯然是不必要的。這樣，老師為學(xué)生提供了質(zhì)疑的機(jī)會，培養(yǎng)了學(xué)生質(zhì)疑的積極性。即使學(xué)生提出似乎幼稚的疑問，也要加以肯定，鼓勵。1．啟發(fā)鼓勵，敢于生疑要培養(yǎng)質(zhì)疑能力，首先要激發(fā)學(xué)生質(zhì)疑積極性。這些研究大多把角度放在教師身上，做關(guān)于培養(yǎng)學(xué)生的質(zhì)疑能力的研究比較多。因此，培養(yǎng)學(xué)生的問題意識，提高學(xué)生的質(zhì)疑問題的能力，具有十分重要的意義。㈢．課程標(biāo)準(zhǔn)我國頒布的《數(shù)學(xué)課程標(biāo)準(zhǔn)》中也把“初步學(xué)會從數(shù)學(xué)的角度提出問題、理解問題、并能綜合運(yùn)用所學(xué)的知識解決問題，發(fā)展問題意識。建構(gòu)主義者鼓勵學(xué)生自治和主動學(xué)習(xí)；運(yùn)用原始數(shù)據(jù)和資源，運(yùn)用操作性的、互動的自然材料；允許學(xué)生改變教學(xué)策略、教學(xué)內(nèi)容；在提出自己對概念的理解之前了解學(xué)生的理解；鼓勵學(xué)生與教師或其它人對話；通過提開放性問題培養(yǎng)學(xué)生的質(zhì)疑能力，鼓勵學(xué)生發(fā)現(xiàn)問題和提出問題；發(fā)現(xiàn)學(xué)生回答中與最初假設(shè)矛盾的地方，進(jìn)行討論；給學(xué)生時間進(jìn)行比喻和建構(gòu)事物之間的關(guān)系；培養(yǎng)學(xué)生的好奇心?！钡取拇呵飸?zhàn)國開始，許多教育家認(rèn)識到已經(jīng)認(rèn)識到學(xué)習(xí)者的質(zhì)疑能力對學(xué)習(xí)的作用，并提倡學(xué)習(xí)者敢于質(zhì)疑。在質(zhì)疑狀態(tài)下的學(xué)生求知欲強(qiáng)，能主動參與到學(xué)習(xí)中，學(xué)習(xí)興趣高，學(xué)習(xí)效率高。導(dǎo)師淵博的知識、嚴(yán)謹(jǐn)?shù)膶W(xué)風(fēng)、誨人不倦的態(tài)度和學(xué)術(shù)上精益求精的精神使我受益終生。經(jīng)過這次論文地撰寫，提高了我很多的能