摘要：This study investigated the effects of teacher inquiry methods on children`s interpersonal cognitive problem solving ability. The subjects were 40 children who ranged in age from 48 to 60 months. The experimental group participated in problem solving training through teacher`s inquiries 3 times per week for 10 weeks,but the control group did not have training in problem solving. The statistical analysis was by the SAS program. The results showed that (1) the group trained in interpersonal problem solving interaction showed a greater frequency for solving interpersonal problems on the post-test;they also employed more ways of solving interaction problems (such as,alternative solutions,consequential solutions,etc.). (2) There was no difference between groups in the levels of responses for solving interpersonal problems.
