"Learning begins with thinking, and thinking originates from doubt", "Learning is expensive, knowing doubt, making small progress with small doubts, and making great progress with big doubts". Doubt can cause psychological confusion, cognitive conflict, and then pluck the strings of thinking. In order to arouse students' doubts, teachers should seize the opportunity to arouse their doubts. A better way to wake them up is to set them up.

Second, the fine "question"

An appropriate and intriguing question can arouse the waves of students' thinking. Therefore, properly selecting and arranging questions in teaching can attract students' attention and stimulate their competitiveness and creativity, which is an effective way to create suspense.

Third, the system is "wrong"

When teaching, collect or sort out some wrong methods and conclusions that students are easy to make but unconscious, so that students' thinking will have cross-conflict and suspense between wrong and right, and then guide students to find out the causes of mistakes and overcome the mindset.

Fourth, create "difficulties"

Creating "difficulties" can be put before a class or a piece of knowledge, so that students can see the highest point of their knowledge and often maintain a feeling of endless learning. For example, when teaching "cyclic decimal", there are two groups of problems: ① 1.6 ÷ 0.25,15 ÷ 0.06; ② 10÷6,70.7÷33。 The students quickly calculated the number of the first group of questions, but when calculating the second group of questions, they found that they could not divide them all. "What should I do?" "How to write the quotient?" There is a "disharmony" between students' thirst for knowledge and teaching content. Curiosity and strong thirst for knowledge make students focus on confusion. In this way, the "difficulty" is made into "suspense", so that students always have a goal in mind when learning cyclic decimals, which stimulates the initiative of learning.

Verb (abbreviation of verb) seeks "change"

Seeking "change" means the purposeful, multi-angle and multi-level evolution of typical problems in teaching, so that students can gradually understand and master the general laws and essential attributes of such mathematical problems, and also make students always feel "new" and "unfamiliar" in learning, thus cultivating the flexibility of students' thinking.

Sixth, leave a "tail"

Leaving a "tail" means that at the end of each class (or each piece of knowledge), try to leave a "aftertaste" on students' psychology, draw a little "mystery" for subsequent classes, and encourage them to further explore and solve problems. For example, in addition to summarizing the content of this lesson, we can also propose: "2 1.45 ÷ 15, if the decimal is divided by the integer, if we subtract 65438 times from 15, 21.45 ÷/kloc-"