学生的问题，是学生得到相应的发展。做到师生活动,老师根据学生的能力,引导
学生灵 活、严谨地研究和探讨,因此,它促进教师在数学教育的专业能力发展。 在
过去四年里, 在贵州实验学校培训了近300名重点中小学校的数学老师。
(3)开展数学课程改革的实施。 每所学校参加“情境--问题”数学教学实验,
新一轮的教师都能进入数学课程教学取得更好的发展, 根据新的教育理念,并推
动教育改革实施。 如在贵州城市中小学数学课程改革很好地开展， 如今贵州已
被选为课程改革实验基。 一些学校的已转移到其他学科的教学模式实验。
(四)取得专家和社会良好的评论。 “情境-- 问题”数学教学的实验获得专
家、学者、教研部门的国内数学教育界的好评。 例如:南京师范大学教授
Tu-Rongbao指出：“教学模式实验具有十分重要的意义,它是直接针 对传统的教学
模式改革。这一教学模式已体现了科学的现代教育思想观念, 还创造性地运用和
发展现代教育理论,特别是情境-学习理论建构。 这是一个基本的课堂教学模式,
具有时代性和易于操作性。”
2003年,中国教育学会批准上面的教学实验课题的程式列入中国教育学会
第十个五年计划。 为了使 这一实验模式，能在全国中小学数学课程改革中得到
发展，我们正在扩大“数学情境和数学问题”两册四 本书的编写。 四本书将作
为“教师的成长系列丛书”由北京师范大学出版社于2005年7月出版。 他们可
以使全国中小学数学教师根据新的教育观念进行课堂教学。


























19

外文原文1
On Mathematics Teaching Experiment of “Setting
Situations and Posing Problems” in Middle and
Primary Schools
1 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 comes 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 component 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
20

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 combine the
content of courses， link teaching goal closely ， suit students` cognitive competence 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 students' problem consciousness ， change
the mode of classroom instruction of mathematics，pay attention to setting mathematics situations
and improving the ability of posing problems， pay attention to solving mathematics problems and
applying mathematics knowledge at the same time. According to the historical process that
mathematics science happens，develops ；and the activity course that mathematicians create
mathematics；and the basic view of dialectical materialism；and pedagogy， psychological modern
theory； especially the understanding of cognition of innovative education ，subject education ，
dialectical materialism；we put forward the basic classroom teaching mode of “setting mathematics
situations and posing mathematics problems ”clearly in January 2001， and has launched the
mathematics classroom teaching mode experiment in some middle and primary schools of Guizhou
at first (hereafter referred to as“ situation ——question”teaching experiment).

2 Teaching mode of the experiment
A basic model of mathematics classroom instruction in middle and primary schools：
Students： Doubt and question， independently cooperate and explore
set up the
mathematics
situation
（observe , analyze）
put forward
the mathematics
question
（Probe , guess）
solve the
mathematics
problem
（rescue and solve, refute）
pay attention to
mathematics
application
（learn ，apply）
Teacher：Inspiration is led，corrects and explains the puzzle to teach

Teaching aim of this mode： Train students` innovative consciousness and practicing ability.
Mode core： Let doubting and questioning，and strengthening students`“ problem
consciousness ” and improving the ability of posing and solving problems run through the whole
course to teaching.
Inner link： It is a prerequisite to set mathematics situations； It is a focal point to pose
mathematics problems； It is a core to solve mathematics problems；Applying mathematics
knowledge is a purpose.
21

Teaching method： The teacher can adopt all kinds of teaching method in which inspiration is the
center. Students take probing as their learning method in which dependent cooperation is the
center。 In the course of whole mathematics teaching，students` subject status should be reflected；
the teacher’s leading role should be emphasized even more， including teaching scientifically.
The teaching mode of “situation——question ” is intercommunion chain of a circulation and
organic and open system.

Posing problems goes forward hand in hand with solving the problem. Their shape shadows are
accompanied. They cause each other. In the course of solving the problem and applying
mathematics knowledge，the problem that has already been solved can be regarded as the situation
in which the new problem is posed；the achievement of applying mathematics knowledge can be
regarded as the situation in which the new problem is posed too. This teaching of “situation ——
question ”，is a study chain ，which is a good way of training students` innovation consciousness
and innovation ability in the course of learning and teaching. We ardent to expect all students in
middle and primary schools have their own most thing to get at mathematics in the mathematics
teaching of“situation ——question ”. We hope sincerely that mathematics teachers “ have
students without questions be problematical ”，that they let the students in middle and primary
schools find , pose meaningful mathematics problems consciously， that the teachers get them form
the habit of posing problems and have stronger ability to pose and solve mathematics problems.

3 State and result of the experiment
The work of“ situation ——question”teaching experiment was launched in some middle and
primary schools of Guizhou in January 2001 at first. Experiment schools have already expanded to
more than 200 middle and primary schools of many areas ，such as Sichuan province，Yunnan
province， Chongqing city，Zhejiang province， Heilongjiang province， Neimenggu province，
Guangdong province， Beijing city，etc. Experiment classes have already expanded to more than
500 classes from grade one of primary school to grade three of high school now. The teaching
guide books of “ mathematics situations and mathematics problems”（One volume for middle
school，the other volume for primary school. every volume has 100 cases.）were published in May
2001. The phased achievement of the experimental work of “research of the teaching of‘setting
situations and posing problems’in middle and primary schools”（14 theses, 20 “ situation ——
question” teaching cases） was published in May 2002. Five groups of special column articles are
published in the domestic key periodical， such as “journal of mathematics education”， “journal
of Guizhou normal university” (natural science edition )， include more than 30 theses and
teaching cases altogether. We have carried on extensively spreading at international and national
academic meeting， in more than ten institutions of higher learning ， in several dozens middle
and primary schools. A four-year teaching practice shows that it is a basic teaching mode
embodying the new education idea that can be easily applied in middle and primary schools by
teachers, and it makes good results, they behave mainly in following:

(1) Have improved the mathematics teaching quality in middle and primary schools. Among the
teaching, students in middle and primary schools can firm to grasp mathematics foundation
knowledge and obtain basic training of skill, at the same time, through the training of posing and
solving questions from the situation ,it trains students' problem consciousness and innovation
22

ability, and has facilitated students to obtain the beneficial development of the individual character
in the independent and positive studying activities.

(2) Have brought about an advance in the mathematics teacher's specialization. Because teacher
pays attention to leading students to put forward questions, and directs against students' questions
to develop the activity of teaching in teachers and students interdynamic, the teacher naturally will
teach students in accordance with their aptitude and guide students flexibly, alertly to study during
probing into, so that, it promotes teachers themselves in mathematics and education development at
the professional ability. Over the past four years, it trained nearly 300 the key mathematics teachers
of middle and primary schools in the experimental school of Guizhou.

(3) Favor to the implementation of the mathematics course reform. Every school participating the
mathematics teaching experiment of in mathematics course
teaching of new round, the teachers can all develop better the activity of classroom instruction
according to the new education idea, and promote the implementation of the course reform in order.
Such as in the urban middle and primary schools of Xingyi Guizhou , their mathematics course
reform is launched better. Now it has already been chosen as the experiment base of course
reformed of Guizhou .In some schools, the teaching mode has been moved to other disciplines to
experiment.

(4) Obtain favorable comment in the counterpart's expert and the society. The mathematics
teaching experiment of
and teaching and research department of the education circle of domestic mathematics. For instance:
Tu--rongbao professor--- the doctoral supervisor of the normal university of Nanjing,he pointed out:

the traditional teaching mode. This teaching mode has already reflected the modern education
thought idea of the scientific development view, it is also creative application and development to
the modern education theory, especially the theory of constructivism and situated--learning .It is a
classroom basic teaching mode with front, era and easy to operate.

In 2003， Chinese Education Society sanctioned this teaching experiment listing in 2003 subject
of the programmer during the Tenth Five-Year Plan of Chinese Education Society. In order to
enable the mode experiment to promote the sound development of the national middle and primary
schools mathematics course reform， we are expanding “mathematics situations and mathematics
problems” from two volumes to four（two primary schools, junior middle school, one high school）.
The four books will be published as growth array series of books by the publishing
house of Beijing Normal University in July 2005. They can help national mathematics teachers in
middle and primary schools carry on the classroom instruction according to the new education idea.







23

外文译文2

基于问题式学习的介绍
关于高等教育的全体教员对基于问题的学习所有一切程度的兴趣总是带 有
某些一定会有强迫性事物。归根结底，没人认为它更容易的或者耗费更少时间。
以及，就像在 教学方面的几乎都和以前的不一样，至少最初学生抵抗它。为什么，
医学专业的学校如此狂热地信奉了它 ？为什么Pew 慈善基金超过 600,000 美元
的钱给Delaware大学和Alabama 大学作为研究补助金，为了调查研究基于问题
的学习的调整传统的教育模式？
它能做什么
理由是基于问题的学习 (PBL) 最终使学生结束了灌输式的学习，适应了通
过事实调查， 搜集信息。他们通过这中学习方式的解决了问题学和改善了他们的
学习情况。因为，即便是小组合作还是 独立调查，他们的理解能够达到更高的层
次，学习到更多的知识和发展自己的技能，提高社交能力。这一 做法使教学知识
发挥出来比以前更快, 结果培养学习适应新的形势和相关领域能够很快的进入
角色。
它是什么
从某种意 义上说什么是PBL似乎不言自明:学习成果产生于问题。正式的描
述通常把它称之为“推动了教学与学 生的互动,建构所遇到的问题,努力找到解决
办法的一种教学模式。”
但是哪里做它适合对应 于所有其他知识全体教员听说合作学习，协力完成学
习，和活跃的知识？知识和随之重新觉醒党派营邀请 长期影响教师对教育上的时
髦作法和方法即使如此,对PBL增长,因为这不仅显示了较高的研究学习质 量(在
更高同等数量的事实),但问题的学习权利,仅仅凭直觉认为。 这似乎反映到实际
工作的方法,而不是拿出一套游戏操作的程序变成学生学习。
这样，看在 基于问题的方法教学中,一个教学方法的问题上好像硬币双面,不
是由一个小组到另一个,而是能感受到 知识共同点的研究和教学,在自己的智力
生活和角色的智力生活的学生。
约翰规划学术课程,并在特拉华协会资助调查,进行各种地点之间PBL知识是:
“想象族谱: 我认为,作为一个小PBL的是将主动学习， 合作协作的一个合在一
起。 基于问题的小组工作不集中于案例。”
历史渊源
现代基于问题的学习开始于70年代初在加拿大大学医学院。 它的历史远远
非常的悠久。 S amford大学校长托马斯女士,认为PBL是“新发现的学习方式”
在她看来,它包含的问答与辩证 方法,以及苏格拉底的辩证法等综合辩证。用
John Cavanaugh话形容:“就像19世纪60年代发现型学习， 我们知道它，但我
们并没有这样做。 在一次和杜威约会的时候，他有正确的抽象水平。 杜威说，
我们现在做的更好的细节就好了,因为认知科学和技术进步。

①
①
James Rhem http:lpi9812pbl_
24

直到最近PBL方式蓬勃发展,主要是在医学专业学校。 慢慢的,一般都学校开
始采取这中学习方式, 甚至更多缓慢地，人文科学。 PBL 没有像合作的知识那
样的可转换的技术或者方法,没有坚硬的理论证据。 众说纷纭PBL是否应该对整
个课程实施,还是可以只用部分课程的教学。 一般,主张放宽到接受学院式的做
法,而是主张在长连续性。
角色和程序
通常,一个班分为五个部分大约每个学生。 各小组的成员在一学期内一般保
持不变。 同等的 水平,集体确定的“学习问题”。他们认为,每一个新的问题,提
出了自己的看法和想法,并决定如何消 除这些分歧。 这样，具竞争性 PBL 执行
需要丰富的图书馆资源。同样地，大的课处境需要导师的 充当对小组的支持和促
进，作好协作者的角色。
事实上, 部分教师对促进者的作用提出了强烈质疑。 知道如何与小组携手合
作（以及如何训练小组，如何与彼此 携手合作）不是大多数教员的专长。知道如
何引导看来是不比布置任务要容易的事。 而且不容易发现真正的问题,这些问题
具有一定开放对他们的把握很难。
“这种做法一直持续在师生之间,你就不能一个标准衡量。 ”
说到制造问题, John Cavanaugh说:“一开始的一个地方乃是靠的考试，向后
操纵。送那些词问题和试图问题和在他 们之外制作图表。”Delaware技术职业学
院心理系教授Loreta Ulmer, 它说是改 建进问题的一门课程是困难的工作，“但
是在你做了它以后，整个的课程变得这样令人激动的，你不会回 去。”
Ulmer在星期天晚讲座的时候使用一被修改的PBL种类 ，在问题上把关于一
些日的小授课与课内小组工作结合起来。她认为,合作的工作,并提供资源,为有
需要的学生提供帮助。 像大多数全体教员一样，开始她担心教师和导师的作用的
不一致，想把困难和学生放在一起的讨论。“我 跟那一起最初有困难，”她承认，
“但是我开始相信想出事情的学生，于是我解决了它。放弃控制是困难 的，但是
如果你让想知识掌握，你就会。”
一开始， Ulmer 使那担心学生不在得到足够暴露到不同理论的远景。当她
的 PBL 学生在他关于人的发展这一个课中 ，她发现当他们能滔滔不绝地说相关
知识，他们有概念。“这是真的好。”她说。
Ulme r说：“这种方法给学生立即的反馈。在老师和学生之间保持一次持续的
交流，你不能够把一个标准放在 那上面。”
在特拉华的大学教艺术历史的钱德拉讲师，刚刚使用 PBL 同样的方式，不
因为在图书馆和其他资源上的限制，但是因为她不会准备好在一切方面使用
P BL。她利用问题引导学生应用和搜集整理材料，从而真正了解他们本来不是。“大
量的学生不记得我教 的课程与教学资料的四分之三,我失望,”她说。“现在，不
同的，在一个小组中工作当他们使用它的时 候，他们自己想出它，他们记得它。”
基本方针达成协议后,教师的理解和实施PBL大相径庭。一些 教师告诉我几
件事情:我很少感受到他们对自己的教学和激励学生,以罕见的动机和参与。德拉
25

瓦州副主任的数学和科学教育资源中心杜芭芭拉说：“演讲了几年来, 关于强大
PBL学习方式 。你可能对这个不大会去相信，但是出勤是100%, 学生是有研究
问题动机的。 教师也燃起了他们的兴趣。”



































26

外文原文2
Problem-Based Learning: An Introduction
There must be something compellingly effective about problem- based
learning, given the level of faculty interest in it all through higher
education. After all, no one thinks it's easier or takes less time. And,
as with almost every other change in teaching, students resist it, at least
at first. Why, then, have medical and professional schools embraced it
so enthusiastically? Why has the Pew Charitable Trusts given over $$600,000
to the University of Delaware and a similar grant to Samford University
in Alabama to investigate restructuring traditional instruction along
problem-based lines?
What It Does
The list of reasons includes the fact that problem-based learning (PBL)
ends up orienting students toward meaning-making over fact- collecting.
They learn via contextualized problem sets and situations. Because of that,
and all that goes with that, namely the dynamics of group work and
independent investigation, they achieve higher levels of comprehension,
develop more learning and knowledge-forming skills and more social skills
as well. This approach to teaching brings prior knowledge into play more
rapidly and ends up fostering learning that adapts to new situations and
related domains as quickly and with the same joyous magic as a stone skipped
over a body of water.
What It Is
In some ways what PBL is seems self-evident: it's learning that results
from working with problems. Official descriptions generally describe it
as instructional strategy in which students confront contextualized,
ill-structured problems and strive to find meaningful solutions.
But where does it fit compared with all the other faculty hear
about--
learningThe proliferation of and their attendant partisan
camps invites the reawakening of long-standing faculty prejudice against
educational fads and
not only does research show a higher quality of learning (though not a
greater amount if
problem-based learning simply feels right intuitively. It seems to reflect
the way the mind actually works, not a set of parlor-game procedures for
manipulating students into learning.
27

Thus, seen as a reification of cognitive processes, in a problem-based
approach teaching and learning at last seem like two sides of one coin,
not something done by one group to another, and faculty instinctively feel
the intellectual commonalities between research and teaching, between
their own intellectual lives and their role in the intellectual lives of
students.
John Cavanaugh, vice-provost for Academic Programs and Planning at
Delaware and principle investigator on the Pew grant, sorts out the place
of PBL among the
Learning would be at the top. CooperativeCollaborative would be a subset
of that, and I see PBL as a subset of CoopCollab based on cases. All forms
of group work don't center on cases; problem-based groups do.
Historical Origins
The modern history of problem-based learning begins in the early 1970s
at the medical school at McMaster University in Canada. Its intellectual
history is far older. Thomas Corts, president of Samford University, sees
PBL as newly recovered style of learningIn his view, it embraces the
question-and-answer dialectical approach associated with Socrates as well
as the Hegelian thesis-antithesis-synthesis dialectic. As John Cavanaugh
puts it: like discovery-based learning in the 1960s. We knew about
it; we didn't do it. Dewey talked about it when he talked about
'engagement.' Dewey had it right on the abstract level. We do the details
better now, that's all, and that's because of advances in cognitive science
and in technology.
Until recently the PBL approach has flourished mainly in medical and
professional schools. Slowly the sciences in general have begun taking
it up, and even more slowly, the humanities. PBL does not have a store
of transferable techniques or methods like Cooperative Learning, no

whether PBL should be implemented for entire courses or whether it can
be used merely to teach certain parts of courses. In general, advocates
accept faculty easing into the approach piecemeal, but favor course-long
continuity.
Roles And Procedures
Usually, a class is divided into groups of approximately five students
each. The groups' membership generally remains constant throughout the
term. At the purest level, the groups define the
believe each new problem presents and decide how to divide their labors
to resolve them. Thus, aggressive PBL implementation requires ample
28

library resources. Likewise, large class situations require an adequate
number of tutors to act as support and facilitators to the groups.
Indeed, this facilitator role poses the strongest challenge for some
faculty. Knowing how to work with groups (as well as how to train groups
how to work with each other) is not something most faculty presume
expertise in. Knowing how to guide without seeming to be coyly hiding the
answer is no mean feat. And it's not an easy matter posing authentic
problems, problems with a certain open-endedness about them, either.

and you can't put a price tag on that.
When it comes to creating problems, John Cavanaugh says:
start is to take your exams and work backwards. Take those word problems
and essay questions and make cases out of Ulmer, who teaches
psychology at Delaware Technical and Community College, says it's hard
work revamping a course into problems, after you've done it, the whole
course becomes so exciting, you'd never go back.
Ulmer uses a modified form of PBL, combining mini-lectures on some days
with in-class, small group work on problem sets later in the week. She
sees in- class work, with all the resources provided, as a necessity for
students at her two-year school. Like most faculty, in the beginning she
worried about coverage and struggled with the tutor's role, wanting to
keep the students on the path in their discussions. had trouble
with that at first,she admits, the more I've done it, the more I've
come to trust students to figure things out. Giving up control is hard,
but if you let the learning happen, it will.
At the start, Ulmer worried that students weren't getting enough exposure
to different theoretical perspectives. When her PBL students turned up
in her advanced class in Human Development, she found that while they might
not be able to spout names and dates, they had the concepts.
was better, really,
Says Ulmer:
a constant flow going between teacher and student, and you can't put a
price tag on that.
Chandra Reedy, who teaches art history at the University of Delaware, uses
PBL in just the same way, not because of limits on library and other
resources, but because she's not quite ready to use PBL for everything.
For her the problems move students to apply and integrate material and
thus to actually learn it in ways they otherwise wouldn't. was teaching
29

courses with lots of information and students weren't remembering
three-fourths of it and I was discouraged,she says. Now, it's different:

themselves--they remember it.
Beyond agreement on a basic approach, faculty understanding and
implementation of PBL varies widely. Uniformly, however, practitioners
agree on several things: they've seldom felt as energized about their
teaching and seldom seen their students so motivated and involved. would
have a hard time telling you of a single faculty member who's tried PBL
and then gone back to traditional lecture,Barbara Duch, associate
director of Delaware's Mathematics and Science Education Resource Center.
Duch, a physics professor and a passionate advocate of PBL, recalls:
lectured for years, but there is something so powerful in PBL. You're never
quite sure what's going to happen, but attendance is 100%, the students
are motivated, working on problems. It has restored the intellectual
excitement for faculty who said they had been burned out.




























30

附件三：(3-6年级)
小学生质疑现象的调查问卷
亲爱的同学：
你好！这是一份有关小学生质疑现 象问卷，旨在依据各位对问题的回答了解
目前小学生质疑能力的状况。本问卷中的问题并无对或错，所以 同学可依据你最
真实的状况和意见来填写。问卷采取无记名方式，仅供学术研究分析，不会做其
它用途，敬请放心作答。
你所提供的意见对本研究是非常宝贵的。没有你的帮助，研究者将难以完 成
所预定的研究目标。感谢你的协作和合作！祝学习进步！

年级（ ） ；年龄（ ）； 性别（ ）

请将你要选的答案填写在括号内；如你有不同的答案，请写在横线上。

1、 你对老师上课教的内容有过疑问吗？（ ）
A 经常有 B 有时有 C 很少 D 从没有过
2、你在学习中经常产生疑问吗？（ ）
A 经常有 B 有时有 C 很少 D 从没有过
3、你对你们父母说的做的产生过疑问吗？（ ）
A 经常有 B 有时有 C 很少 D 从没有过
4、你产生的疑问中，与（ ）关系最多。
A老师 B 书本或作业 C 父母家人 D 其他
5、你产生疑问后是怎么做的（ ）
A 马上提出疑问 B 自己先思考，再提出疑问
C 认为自己能解决，不准备提出 D 根本不想提出来
6、你产生疑问后，大部分都和（ ）说。
A 老师 B 父母家人 C 同学 D 朋友 E--------------
7、老师给你提出疑问的机会多吗？（ ）
A 老师都能让你提出疑问 B 大多时候能让你提出疑问
C 大多不让你提，偶尔让你提出疑问 D 基本不让提出疑问
8、当你对老师提出疑问时，老师会（ ）。
A 总会对你进行表扬 B 大多数情况下会对你进行表扬
C 偶尔进行表扬 D 从来不表扬
9、你希望你提出疑问后，他们怎么帮你解决？（请把你们的答案写在横线上）
——————————————————————————————————
10、你产生的疑问都能得到解决吗？（ ）
A 全部都能 B 大部分能解决 C 只有一部分能解决 D 都没能解决
11、你认为经常产生疑问对你的学习有帮助吗 ？（ ）
A 有很大的帮助 B 有些帮助
C 只有一点帮助 D 没有帮助
12、你认为妨碍你质疑的因素是（ ）
A 老师的态度 B 同学的反应 C 家长的态度
D 自己的态度 E 其他--------------
31

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