基于问题学习中的问题解决是指综合性地、创造性地应用已有的知识去解决那种非单纯练习题式的问题，不是“做应用题”、“题型训练”，是面对新异问题情境，综合运用知识创造性地在问题已知条件和未知条件之间建立联系的过程。问题解决能力的培养不同于技能训练，技能训练可以通过传授、练习达到自动化，然而问题解决没有现成的“程序”可用，主要是一种自觉地、有意识的行为，需要在掌握基本知识和技能基础上，把知识与任务情境建立联系，形成良好的思维方式和思维习惯。培养学生的问题解决能力很重要，但对于不同类型的学生进行问题解决的训练是不同的，本文将对占学生大部分的中等生进行研究，因为他们在知识掌握向能力转化的过程中遇到特殊的困难。中等生基础知识已经掌握，但常常因为概念理解不深入或者不能把知识与任务情境建立联系，导致在问题解决过程中犯错或停滞。在实际教学中，老师“抓两头、带中间”的做法，使得这些学生缺少关注，不能在问题解决过程中得到及时反馈，他们又缺少对自身问题解决的反思，常满足于“会”、“懂了”却又总做错的状况，无法形成灵活性好、适应性强的知识结构。知识结构不完善不仅会让学生难以同化新知识，还容易让学生丧失学习兴趣，引发各种学习问题。而问题解决的训练则可以评估他们的知识掌握水平，帮助他们建构知识，提高知识的质量，促进学习。本研究借助问题解决训练系统—中文版IMMEX，深入分析初中学业成绩中等学生在问题解决中的障碍以及辅导方法。研究内容与过程是首先选择4名个案进行问题解决障碍类型的研究，从问题解决过程和问题解决所需的知识两个角度对问题解决障碍进行分类，最终形成情境类障碍、知识类障碍和运算类障碍三种类型。在障碍分类的基础上形成辅导方案，对有不同障碍表现的学生进行分类辅导，并通过第二轮的个案研究初步验证了辅导方案的可行性，并提出了三类中等生的辅导方案建议。本研究所进行的障碍诊断和辅导的个案研究及所取得的成果，有助于我们更深入地认识中等学生的问题解决障碍，并为教师在教学过程中对学生进行有针对性的指导提供参考。

Problem solving is the process which students, in the novel situations, explore the links between knowns and unknowns in a problem through the integrated and creative use of existing knowledge. The problem which will be solved is not a simple style exercises, Problem solving is different from “solving a problem”or “model training”,and also greatly different from skills aquiring that can be taught to achieve automation through practice,problem solving,however,no ready-made procedure available, is primarily a conscious and deliberate behavior. To foster new ways of thinking and habits of mind , we need to construct relationship between the basic knowledge and task context on the basis of mastering the basic knowledge and ability.For students, especially middle level students accounting for main proportion ,the proper problem-solving ability training is valuable, As the middle level student has mastered the basics, there are often not sufficiently applying in the context . In addition , in actual teaching, the teachers are always adopting "grasping both ends, putting the middle " approach, which finally result in unsatisfactory consequences of lacking concern and timely feedback. leading to them have difficulty in deeper understanding of issues and the process of conversion from knowledge mastering to capacity of ability. Imperfect knowledge structure is not only difficult to assimilate new knowledge, but also easy for students to lose interest in learning, triggering a variety of learning problems. Though the problem solving training, you can assess their mastery level of knowledge to help them construct knowledge and improve the quality of knowledge and promote learning. This study on the basic of the problem-solving training system - Chinese IMMEX, intend to deeply analyze errors and impasses confronting middle level students from middle school in the process of problem solving and appropriate coaching techniques.Firstly, we selected four cases to investigate types of problem-solving obstacles, According to the problem solving process and problem solving prerequisite knowledge two perspectives, problem-solving obstacles can be classified into three types of class barriers .Secondly In accordance with performances of students demonstrating different barriers ,we construct the corresponding guidance programs.thirdly,Through the second round of Case studies , the counseling program's feasibility was preliminarily verified and three types of middle level students counseling program recommendations were proposed. In this case study ,the diagnosis and counseling barriers do not only help us have a deep under standing of middle-level students’ problems,but also offer help for teachers in term of providing targeted guidance to student during the teaching process.