Einstein once said, "It is often more important to ask a question than to solve it." Therefore, teachers should pay attention to creating situations to inspire students to ask questions constantly. Teachers should set up an incentive mechanism for students to inspire them to explore new knowledge. For example, in the teaching of "simple algorithm", it is correct for students to "test" the teacher by asking a set of questions, and the teacher can directly tell the results and let other students verify them by writing. Out of strong curiosity, students try to embarrass their teachers. When teachers can calculate it accurately and quickly, students' curiosity becomes curiosity, and they are eager to know the mystery, thus stimulating students' initiative and enthusiasm in asking questions.
Second, the guidance method, clear the direction of questioning.
Curiosity begins with asking questions. In order to make students' learning a process of constantly discovering, asking and solving problems, teachers should pay attention to the structure of knowledge, demonstrate and put forward at key points, teach students the methods of asking questions, and pave the way for correct transfer and independent questioning in future learning. For example, in the teaching of "multiplier is the multiplication of two digits", teachers can design questions like this: ① the characteristics of this example; (2) calculation step; ③ Positioning methods of some products; ④ How to get the calculation results. Provide a question format, so that students can learn the following example and the question activity in which the multiplier is the multiplication of three numbers, and make clear the direction of asking questions.
Third, learn to migrate and try to question.
When students make clear the direction of asking questions and the learning of the internal structure of knowledge lays the foundation for students' migration, then students can try to ask questions. Because there are differences in students' questioning ability. Therefore, teachers should first encourage good students to question and give affirmation and guidance to ordinary students' attempts to question. For example, in the teaching of "Divider is the division of two numbers", teachers can guide students to carry out analogical transfer in contrast to the questioning method of "Multiplier is the multiplication of two numbers", which will lead to discussion. Then, after the teacher's "filtering", students can successfully ask their own questions and solve their own doubts. Gradually, students can ask questions independently without the guidance of teachers, and the level of questioning has been improved accordingly.
Fourth, seize the opportunity and organize doubts.
Organizing students to debate is an important way to cultivate students' creative thinking. Because primary school students are self-motivated and like to express themselves, teachers can often say, "Is his solution or statement right?" "Do you have a different opinion?" "Do you have a better idea?" Such words inspire students to discuss or debate, so that students can understand concepts, reveal laws and improve their ability to ask questions in the debate; So as to overcome the thinking habits of primary school students who follow the rules, follow others' advice and drift with the flow, and form a good study style of intense debate, expressing their opinions and seeking differences. For example, answer the application question: "Maple Leaf Garment Factory received the task of producing 1200 shirts, and completed 40% in the first three days. According to this calculation, how many days will it take to complete this production task? " Students can answer this question: 1200÷( 1200×40%÷3). But a student suggested that it could be solved by "3÷2/5", and he couldn't figure it out at the moment. I'm not busy ruling, but let him think about why. And let other students discuss and debate. Some said, "The formula is wrong, so it is a coincidence." Some said, "It doesn't make sense." Students have denied it. But a classmate listened to everyone's opinions and said unconvinced, "I'm right." Because, the number of days to do: one * * * day =2/5. Therefore, the number of days used for * * * is 3÷2/5=7.5 (days). Another student said, "Because the work efficiency is certain, the working hours are directly proportional to the total amount of work, which can be directly expressed as: 3÷40%=7.5 days. Another student said, "Because the work efficiency is certain, the working hours are directly proportional to the total amount of work, which can be directly expressed as: 3÷40%=7.5 days. "The students said," what a good idea! "Thus, the debate can drive away the sheep that blindly follow and obey, and invite new talents who dare to criticize and create.
Five, positive evaluation, stimulate debate.
Psychological experiments show: "As long as a person has experienced the joy of success once, he will arouse the desire to pursue success many times." By the same token, if a student is praised and encouraged by the teacher for asking a question, he will ask all kinds of questions more actively, and in this process, the students' innovative ability can also be cultivated and developed. Therefore, in teaching, teachers should use more words of praise and encouragement such as "that's good", "you're really good", "great" and "you're really smart" to arouse students' enthusiasm for asking questions, make them have a strong desire to ask questions, and thus stimulate students' innovative initiative.
Sixth, apply what you have learned and form ability.
The cultivation of students' questioning ability can be carried out not only through classroom teaching, but also by encouraging students to read extracurricular books and travel in the boundless knowledge space, so as to acquire knowledge, exercise their abilities and develop their intelligence. To this end, teachers should guide students to read books and teach themselves with questions, and cultivate students: first, "ask questions on their own initiative if they don't understand"; The second is "students who can take the exam by themselves"; The third is to "test whether you can ask quality questions." Let students' potential ability be developed, and let students at different levels have opportunities for development. In the long run, students can really learn to question, be good at questioning, learn to use various methods to solve problems, and also mobilize students' interest in learning and improve their self-study ability.
"There is no fixed method in teaching, what is important is proper method". Teachers should effectively cultivate students' questioning ability. On the one hand, they must strive to improve their own quality, be resourceful, act according to the camera and have the spirit of continuous innovation. On the other hand, they must take effective measures according to the actual situation, especially put this work on the agenda consciously, actively reform the classroom teaching structure, and do everything possible to create space-time conditions and learning atmosphere for students to question. Only in this way can students be willing, able and good at questioning, and their questioning ability will be gradually improved to an ideal position. So as to give full play to the subject spirit of students' learning and cultivate and develop their innovative spirit and ability.