A model was designed herein to be used as a common approach in learning environments to teach problem-posing and improve problem-posing skills, which was named the Problem Posing Learning Model (PPLM). It was attempted to design a framework for problem-posing in line with this objective. The PPLM consists of 6 steps, comprising understanding the desired situation to pose a problem for, designing the story, forming the problem statement, solving the problem formed, assessment, and finalizing the problem formed. Understanding the desired situation to pose a problem for includes understanding what the desired situation is about and what can be achieved from it. The designing the story step includes determining or designing a realistic daily-life situation related to the desired mathematical situation to pose a problem for. The forming the problem statement step comprises forming the verbal sentences related to the situation to pose a problem for. The solving the problem formed step comprises solving the problem statement that was formed. The assessment step is the assessment of the problem formed. The finalizing the problem formed step includes finishing the action of problem-posing after checking the problem formed in the assessment and making any necessary modifications. These steps are hierarchical and it is recommended that each step should be implemented in the problem-posing process. The applicability and effectiveness of the PPLM designed to teach problem-posing in learning environments can be examined.

本文设计了一种模型，用作学习环境中教授提出问题和提高提出问题技能的常用方法，称为问题提出学习模型 (PPLM)。试图设计一个符合这一目标的问题提出框架。PPLM 由 6 个步骤组成，包括理解提出问题的理想情况、设计故事、形成问题陈述、解决形成的问题、评估和最终确定形成的问题。了解要针对其提出问题的期望情况包括了解期望情况是关于什么以及可以从中获得什么。该设计的故事步骤包括确定或设计与所需数学情境相关的现实日常生活情境以提出问题。的形成问题陈述步骤包括形成相关情况提出了问题的口头判决。在解决这个问题形成的步骤包括解决被形成的问题陈述。评估步骤是对形成的问题的评估。在最终确定问题形成步骤包括：检查形成在问题后整理问题的冒充的作用评估并进行任何必要的修改。这些步骤是分层的，建议在问题提出过程中实施每个步骤。可以检查旨在教授学习环境中的问题提出的 PPLM 的适用性和有效性。