1. Principle of concreteness. The thinking activities of primary school students generally start from intuition and representation, and gradually transition from intuitive thinking in images to abstract logical thinking, especially for junior students. Therefore, the questions raised by teachers in classroom teaching must be specific. For example, when teaching the concept of "remainder", the teacher can take out seven watermelons and ask: (1) How many watermelons are there? (2) How to divide it into two parts equally? (3) Is it equally divided? (4) How much is left? (5) What's the date of this remaining one? Through such intuitive demonstrations and specific questions, students can get the concept of "remainder" intuitively and vividly, and students can learn easily and easily.
2. Interesting principle. According to the psychological characteristics of children's strong curiosity and competitiveness, some novel and attractive questions can stimulate students' curiosity and competitiveness and stimulate their interest in learning. In the teaching of "average application problem", a set of questions can be designed as follows: in class, the teacher presents three bags, including three apples, four apples and five apples. (1) Who can tell what's in the bag? (2) Which child can divide the things in three bags equally? (3) How many ways can three unequal things be divided into equal parts? (4) What is the average share? Through such questions, students get the concept of "average" with great interest.
3. Real-time principle. When asking questions in class, we should seize the opportunity and wait for the heat. When the students divide the unequal shares into equal shares by the method of "moving more to make up less", the teacher then asks the following question: If all students in our class are required to get an average score in mathematics in a midterm exam, can we still use the method of "moving apples" just now? What method should be used to calculate it? After asking questions, let the students read the textbook by themselves and find out the calculation method. Using students' thirst for knowledge, asking questions in time and stimulating students' thirst for knowledge can effectively stimulate students' interest in learning.
Second, the question stage
1. Pave the way for introducing new ideas and arousing interest and questions. Our teaching should not only attract students in interesting forms, but also pay attention to students' internal cognitive needs. For example, at the beginning of teaching a slightly complicated application problem of fractional multiplication, the teacher can take out a piece of chalk and write 40 words, then write the word "fraction" on the blackboard, and then come up with the following set of questions: (1) How many words did this chalk write? (2) How much is left? (3) How many words are left? How to ask? In this way, it is interesting and effective to stimulate students' interest in learning, review the knowledge base of "how much is a fraction of a number" and introduce new lessons through the teacher's intuitive demonstration.
2. Set doubts and grant new ideas to inspire and solve doubts. This stage is the beginning of new knowledge and the continuation of exciting doubts. At this stage, teachers must give full play to their leading role, keep and continuously stimulate students' interest in learning, and put forward some enlightening and thinking questions, so that students can actively think and solve problems. In the new teaching stage of "slightly complicated fractional multiplication application problem", we can continue to ask the following questions: (1) How to find how many words can be written in the remaining chalk? (2) How many ways can you answer? (3) What are their respective quantitative relations and problem-solving ideas? (4) What is the key to solving the problem? On the basis of students' discussion and questions, let the students find their own solutions to the problems.
3. Consolidate new knowledge and strengthen doubts. Ask questions in class step by step, increase the difficulty and guide thinking deeper. After the students have basically mastered the problem-solving method of "slightly complicated fractional multiplication application problem", they ask the following questions: (1) How many words can the teacher leave after writing 2/5 with this chalk for the second time? (2) I wrote the second 1/2 for the third time. How many words can I have left? When students answer these difficult questions, they may have thinking obstacles. Through students' discussion, make an analysis chart and let students find out the solution to the problem.
Third, enlightening questions.
1. An enlightening question about the "growth point" of knowledge. Teachers should be good at grasping the "growing point" of old and new knowledge, asking enlightening questions, and organically combining old and new knowledge to form a "knowledge chain". Such as teaching "addition and subtraction of fractions with different denominators". Teachers can design the following questions: (1) What is the addition and subtraction method of fractions with the same denominator? (2) How to convert the addition and subtraction of fractions with different denominators into the addition and subtraction of fractions with the same denominator?
2. Inspire questions where ideas are blocked. Teachers should find out the reasons why students' thinking is blocked and put forward appropriate questions to put students' thinking on the right track.
3. Explore the heuristic problems in the law of knowledge. Primary school mathematics knowledge is closely related, and some concepts can be revealed through students' existing knowledge or through calculation, and new concepts and new laws can be discovered. After students understand the "invariable property of quotient", in order to further consolidate and deepen this property, they can continue to ask questions: (1) If the dividend is expanded five times, what should the quotient be? (2) The quotient remains unchanged. If the divisor is reduced by five times, what about the dividend? (3) If both dividend and divisor increase or decrease by the same amount, won't the Chamber of Commerce change?
Fourth, the two-way problem
1. Encourage students to ask questions. In mathematics classroom teaching, if teachers find mistakes in textbooks, they should seize the opportunity to guide students to ask questions and cultivate students to accept things critically regardless of textbooks and teachers. In classroom teaching, teachers can't only ask questions, students can't answer passively, and there can't be no room for students to think and ask questions. Teachers should encourage students to ask questions and make them dare to ask questions. In the long run, they will develop a good atmosphere of positive questions.
2. Break through the difficulties and induce students to ask questions. There are some problems that students can't grasp the main points for a long time and don't understand. Teachers can give appropriate guidance, so that students can find a breakthrough, eliminate obstacles in students' thinking, sort out thinking clues, make students think smoothly and broaden their thinking. For example, in the general review of quadrature in sixth grade teaching, the teacher showed many small stones with different rules and asked the students if they could calculate the volume sum of these stones. If the students do not use the volume calculation method they have learned flexibly, it will not be easy to answer it quickly. At this time, students can discuss and ask questions to remind them of the story of "the image of Cao Chong". At this time, the students' thinking is extremely active, and everyone has solved this original "unsolvable" problem with collective wisdom.