合作问题解决能力(Collaborative problem solving，简称CPS能力)指个体有效地参与由两名或以上成员组成的团队，通过达成共识，寻求解决方案、汇集组内知识、技能和行动以实现解决方案，最终解决问题的能力。信息化的时代背景下，CPS能力已然成为社会成员必不可少的一种基本素养。已有研究表明，数学课程、数学教科书是培养学生CPS能力的良好载体，国内不少学者对此做了分析与论证，但有关学生CPS能力发展现状的研究尚为缺失。本研究聚焦数学课堂中小学第二学段学生CPS能力的发展现状，对于帮助数学教育教学实践更好地培育学生的CPS能力，促进学生发展具有重要意义。

本研究综合运用问卷、访谈、课堂观察的方法，选取东莞市z小学四年级至六年级的12个班级，共计405名学生进行问卷调查，对问卷发放班级的12名数学教师和24名学生进行访谈调查，并辅以对小学数学课的课堂观察，系统概括学生CPS能力的发展现状。

本研究的研究结果如下：（1）小学第二学段学生在数学课堂中的CPS能力发展不平衡。整体来看，仅有18.5%的学生能力发展水平达到良好，47.9%的学生能力水平为较差或差。从CPS能力的不同指标来看，学生在“沟通问题解决方法”、“遵守规则”方面发展最好，在“寻找问题解决需要的合作方法或模式”、“自我定位与组内成员定位”方面发展最差；（2）学生的CPS能力在年级、性别方面存在显著差异。六年级学生显著高于五年级、四年级的学生，女生的CPS能力均值显著高于男生；（3）学生的CPS能力与数学成绩、合作问题解决态度存在显著正相关关系。其Pearson相关性系数分别为0.370和0.569，且均达到0.01的显著水平。

本研究发现影响学生CPS能力的因素主要包括学生对合作问题解决的态度、学生的数学学业成绩、教师对合作问题解决的理解与实施、合作问题的选择与呈现方式。基于对调查结果的分析与总结，本研究提出了发展小学第二学段学生CPS能力的建议：教师要重视小学生合作问题解决能力的培养；在课堂中要营造自由、宽松的讨论氛围，为学生合作问题解决的过程提供充分的时间与空间；形成培养学生CPS能力的合力，联动多个学科，联合多方力量；注重合作问题的设计与呈现，保证问题的情境性、挑战性、思想性。

Collaborative Problem Solving (CPS) ability refers to the ability of individuals to effectively participate in a team of two or more members to reach consensus, seek solutions, and pool knowledge, skills, and actions within the group to achieve the solution, and ultimately solve the problem. In the era of information, CPS ability has become an essential basic quality for members of society. Some studies have shown that mathematics courses and mathematics textbooks are good carriers to cultivate students' CPS ability. Many domestic scholars have analyzed and demonstrated this, but the research on the development status of students' CPS ability is still lacking. This study focuses on the development status of CPS ability of students in the second period of primary in mathematics classroom, which is of great significance for helping mathematics education and teaching practice to better cultivate students' CPS ability and promote students' development.

By means of questionnaire, interview and classroom observation, this study selected 12 classes from Grade 4 to Grade 6 in Dongguan Primary School and conducted a questionnaire survey with a total of 405 students. Twelve math teachers and 24 students in the class where the questionnaire was distributed were interviewed and surveyed, supplemented by classroom observation of primary school math classes. This paper systematically summarizes the development status and influencing factors of students' CPS ability in mathematics classroom.

The research results of this study are as follows :(1) The development of CPS ability of the second period of primary school students in mathematics class is unbalanced. On the whole, only 18.5% of the students' ability development level reached good, and 47.9% of the students' ability level was poor or poor. From the perspective of different indicators of CPS ability, students have the best development in the aspects of "communicating problem solving methods" and "obeying rules", and the worst development in the aspects of "finding collaborative methods or modes needed for problem solving" and "self-positioning and group member positioning". (2) The CPS ability of the students in the second period of primary school in mathematics class has significant differences in grade and gender, but there is no significant difference in the variable of only child or not. The sixth grade students were significantly higher than the fifth grade and the fourth grade students. The average CPS ability of female students was significantly higher than that of male students, and the non-singleton-child students were not significantly higher than that of the only child students. (3) There is a significant positive correlation between the CPS ability of the second period of primary school students in math class, math achievement and collaborative problem solving attitude. The Pearson correlation coefficients were 0.370 and 0.569, respectively, and both reached the significant level of 0.01.

This study analyzes the factors that influence students' CPS ability in mathematics class of the second period of primary school. It finds that the factors that influence students' CPS ability mainly include students' attitude toward collaborative problem solving, students' academic achievement in mathematics, teachers' understanding and implementation of collaborative problem solving, and the choice and presentation of collaborative problem. Based on the analysis and summary of the survey results, this study puts forward some suggestions to develop the CPS ability of students in the second period of primary school: schools and teachers should pay attention to the cultivation of students' collaborative problem-solving ability; In the classroom, a harmonious, free and relaxed discussion atmosphere should be created to provide sufficient time and space for students to cooperate in solving problems. Forming a joint force to cultivate students' collaborative problem-solving ability, linking multiple disciplines and combining multiple forces; Pay attention to the design and presentation of cooperation problems, to ensure that the problems are situational, challenging and ideological.