Education must be reformed, including educational concepts, educational systems, educational contents and educational methods, to meet the development requirements of the new scientific and technological revolution.

(two) to provide decision-making basis for improving the quality of education and school efficiency.

Exploring the ways and means of educational system, educational content and educational methods through educational scientific research will not only promote the improvement of educational quality, but also provide a basis for educational administrative departments to formulate educational policies.

(C) the basis of developing and perfecting the theory of educational science

The so-called educational science theory is an educational concept system with a certain logical structure and tested by educational practice. The core of this concept system is the understanding of educational laws and the essential summary of empirical facts. The development process of educational science theory is a logical rising process, a cognitive development process and an application process of research methods.

(d) Important strategic measures to train future educational reformers

In order to adapt to the development of education in 2 1 century, we must bring up a generation of future educational reformers as soon as possible. They not only have the theoretical thinking minds of scientists and philosophers, but also have the practical ability to engage in scientific research and educational experiments and a strong sense of reform. They should be pioneering talents with independent thinking and innovative consciousness. Scientific research is the main way to train future educational reformers.

Research on how to cultivate students' problem consciousness in primary school mathematics teaching

I. Research Background Einstein once pointed out: "It is more important to ask a question than to solve it, because solving a question may be a mathematical or experimental skill, and asking new questions, new possibilities and looking at old problems from a new angle requires creative imagination, which marks the real progress of science.

It is a good learning method to make students dare to ask questions, learn to ask questions and be good at asking questions, which is conducive to cultivating students' innovative spirit and practical ability.

In real life, it is an indisputable fact that Chinese students are seriously lacking in problem consciousness.

Calm reflection on our classroom teaching, most of which are mainly taught by teachers. The teacher talks about concepts, examples and answers until "it is no problem for students to leave the classroom".

Therefore, it is very important to cultivate students' problem consciousness and ability to ask questions actively in primary school mathematics teaching. It is the basis of cultivating innovative ability, and it is also a topic worthy of discussion for every teacher.

Second, the definition of research objectives and contents (1): Question consciousness mainly refers to students' conscious psychological activities such as free discussion, positive thinking, daring to find problems, asking questions, and expounding problems.

It is an important part of students' creativity.

Mathematical problem consciousness is put forward on the basis of the concept of problem consciousness, which is a kind of psychological quality of thinking.

It refers to the psychological state of doubt, confusion and anxiety caused by teachers introducing students into the "mathematical problems" implied in the situation, making students aware of the contradictions and difficulties that need to be solved between the existing conditions and the realization of goals.

This psychological state drives individuals to think positively, constantly ask questions, solve problems and form their own opinions.

(2) Research goal: change students' learning style, take problems as the main line, and change students' passive learning into active learning.

Promote the all-round and personalized development of each student, so that each student can learn valuable mathematics, so that everyone can get the necessary mathematics, so that different people can get different development in mathematics.

Change the present situation that students don't listen carefully, are not good at thinking and communicating, and can't ask questions. Let students dare to ask, be good at asking questions, make mathematics classes "live", make students' thinking "live", cultivate students' innovative spirit and practical ability, and promote the improvement of teachers' quality.

(3) Research content: 1. Let students build up learning confidence and learn to question.

2. Cultivate students' problem awareness through classroom teaching activities.

3. Instruct students how to find and ask questions in combination with mathematics learning content.

4. Solve the current situation that the quality of students' questions is not high, and the scope of questions is too large or too small, so that students can not only dare to ask, but also be good at asking.

Iii. Research Strategy and Implementation Steps (1) Research Strategy 1. Teachers should be good at finding trigger points. In teaching, we should protect students' curiosity and questioning spirit, stimulate students' curiosity about problems and phenomena, and form their own independent opinions.

2. Give students more successful experiences.

In teaching, we should hold a correct attitude towards students' questions or answers, so that students can get the fruits of inquiry and experience the happiness of success, thus stimulating students' interest in learning, arousing their desire for knowledge and inquiry, and then leading to other questions.

3. In the classroom, we should create a relaxed and free environment to explore problems, respect students' personalities, encourage bold questions, encourage students to make progress, support each student's creative activities, and make the classroom a vast sky for students to fly their hearts.

4. Students' problem consciousness is not innate and needs to be aroused and cultivated.

Therefore, students should not only solve the problem of "I don't know", but also seek "new knowledge".

In class, we should create problem situations to stimulate students' subjective emotional experience.

Once accompanied by positive emotional experience, learning becomes a process of students' internal needs and self-development.

5. The research on cultivating students' problem consciousness is divided into three stages: the first stage is the habit formation stage (two months); The second stage is the formation stage of problem consciousness (two months); The third stage is the stage of consciously exploring problems (two months).

The specific way is to gradually change the phased approach into students' conscious and automatic learning style, which has become a good habit of students. We should vigorously praise students who dare to express and stick to their opinions, guide students to form a learning style of "active participation, bold questioning, willingness to explore and cooperative communication", develop creative thinking ability and become innovative talents.

(2) Implementation steps 1. The main work in the research preparation stage: to formulate the operation plan for project implementation.

2. In the research implementation stage, the research is carried out according to the project plan.

Take the method of reflecting while experimenting, learning and summarizing, and constantly improve the research plan.

3. Collect data at the stage of investigation and summary, and improve the arrangement of data.

4. Expected result 1. Teachers have established advanced concepts of new mathematics curriculum and improved the implementation level of mathematics curriculum.

The reasons are as follows: (1) In the research, teachers adhere to the guiding ideology of "all-round, sustained and harmonious" development, emphasize starting from students' existing life experience, let students experience practical problems personally, attach importance to cultivating students' problem consciousness, give full play to students' dominant position, and strive to benefit every student, which embodies teachers' scientific curriculum concept and advanced classroom learning methods; (2) The updating of teachers' teaching methods has brought about the cultivation of problem consciousness, the improvement of teaching plan design level and teaching level; (3) Attach importance to students' participation in teaching activities and evaluation of teaching effect, which improves teachers' comprehensive evaluation level of teaching work.

2. Students are more interested in asking and solving problems, have more skills in finding and solving problems, and have more ability to adapt to society.

In the process of research, teachers always regard the development of students as the value orientation of research, pay attention to stimulating students' interest in exploring problems, respect students' subjective position and creative consciousness, guide students to experience the bitterness and joy of solving problems, and promote the formation of students' cooperative consciousness and the improvement of social adaptability.

3. Teachers' awareness of participating in educational research is enhanced, and their educational research ability is improved.

Educational scientific research is a process in which teachers use educational theory to solve teaching problems, improve teaching level and form correct teaching ideas and rational thinking ability in practice.

In the process of research, not only practice has been strengthened because of consciously studying educational theory and internalized application theory. ...

How to cultivate students' problem consciousness in scientific inquiry activities

All inquiry comes from questions. Whether students have the ability to find and ask questions will directly affect the real development of scientific inquiry.

Einstein said: It is often more important to ask a question than to solve it.

Psychological research shows that realizing the existence of problems is the starting point of thinking, and thinking without problems is superficial thinking.

The "Primary School Science Curriculum Standard" also proposes that students can find and ask questions by observing the natural things around them.

Keywords: consciousness habit ability Abstract: Inquiry questions start from the problems that all students have found, and the ability to ask questions directly affects the real development of scientific inquiry. Einstein said: a problem is often more important than solving a problem. Psychological research shows that people realize the existence of the starting point of thinking, and thinking without problems is shallow thinking. Primary school science curriculum standards also allow students to find and ask questions through his observation of n natural things. Keywords: students with the ability of consciousness and habit are born with the desire to ask questions. They have endless questions, and our education often can't satisfy their curiosity and thirst for knowledge, and there is no careful care and guidance for them.

With the growth of students' age, this valuable quality gradually declines or even disappears, which is why the higher the grade, the less students ask questions.

Therefore, how to encourage students to actively find problems has become the key to carry out in-depth inquiry activities.

First, demonstrate and guide, cultivate the habit of asking questions. 3. Guide students to ask questions after careful consideration.

For example, teachers should not rush to answer the questions raised by the above students, so that students can really understand that the flexibility of hands is related to factors such as the wrinkles of joints and skin on joints and the separation of five fingers through discussion and experiments.

At this time, students will ask, "How can people with disabled hands live? How should we help him "and other issues reflect that students' thinking ability has made a certain leap.

Through this step-by-step training, students can develop good questioning habits.

Second, design the situation to stimulate the problem consciousness. In science teaching, we should start from the reality of students and teaching, create some targeted problem situations, and stimulate students' problem consciousness.

1. Create problem situations through game activities, such as learning the axle. At the beginning of the class, "the teacher selected a tallest and strongest boy and a shortest and emaciated girl from the class, took out a large coke bottle, and asked the girl to hold the thick end of the bottle (near the bottom of the bottle) and the boy to hold the thin end (that is, the bottleneck). Then the teacher asked, "What if they are allowed to twist in different directions? The students answered in unison without thinking: "The boy won!" But the girl won.

At this time, students' daily life experience conflicts with the experimental results, resulting in the question of "why", and students form a demand for new knowledge exploration in this problem situation.

2. By observing experiments, creating problem situations In science teaching, teachers should create more conditions for students to do more experiments, guide students to observe and think about the conditions and reasons for novel phenomena in experiments, and students' various questions will follow.

For example, before teaching "objects expand with heat and contract with cold", let students pay attention to the changes of the pot of water on the stove when it boils, and students naturally