Abstract: China is a problem-solving country, an ancient country and a powerful country. Grasping the foundation, cultivating ability, being good at variant training and attaching importance to problem-solving teaching are the dominant traditions of Chinese mathematics education, which constitute a cultural phenomenon with China characteristics. For many years, problem-solving research has been two major topics that middle school math teachers in China pay attention to (how to teach? ), has always been a basic subject of Chinese mathematics education research. The classic Nine Chapters Arithmetic consists of nine volumes and 246 questions and their solutions, which can be described as the pioneering work of problem-solving research. In the authoritative International Mathematical Olympiad for Middle School Students (IMO) and related international comparative tests (such as IAEP), Chinese middle school students once won the "Double Champion", which can be described as the modern glory of problem-solving research. However, we lack the guidance of problem-solving theory every day, and we don't know what problem-solving means when solving many problems. Professor Luo Zengru thinks that "it's time for the study of China's problem solving to construct the theory of systematic thinking". His new book Theory and Practice of Solving Maths Problems in Middle Schools (Guangxi Education Press, September 2008) is rooted in China's 30-year process of solving problems, trying to answer the theoretical thinking and practical attempts of "how to solve problems" and "how to learn to solve problems", which can be called "a learning case of a China problem solver or a China learner's problem solving case". Starting from this issue, we invite Professor Luo Zengru to talk about his theory and practice of solving problems.