Einstein pointed out: "Putting forward a problem is often more important than solving a problem, because solving a problem may be just a mathematical or experimental skill, but putting forward new problems and new possibilities and looking at old problems from a new perspective requires creative imagination; It marks the real progress of science. " "Mathematics Curriculum Standards" clearly points out that mathematics teaching should not be limited to solving problems, but should involve students in the process of asking mathematical questions, "to find and ask simple mathematical questions from daily and real life", that is, "to experience the process of abstracting practical problems into numerical and algebraic problems" and "to experience the process of collecting and processing information and then asking questions". It can be seen that in the process of mathematics teaching, it is an indispensable part of classroom teaching to cultivate students' questioning ability for teachers who are in a dominant position in teaching activities. Psychological research shows that people's thinking begins with problems. Every teacher should realize that cultivating students' questioning ability is not a question of methods, but a question of educational ideas. In actual teaching, we find that with the growth of grade, students are less and less fond of asking questions, which is also an indisputable fact in teaching. There are many factors that cause this situation. On the one hand, influenced by traditional teaching methods, teachers only pay attention to cultivating students' ability to analyze and solve problems, but ignore cultivating students' ability to ask questions; On the other hand, students' own curiosity, cognitive conflict and relaxed teaching atmosphere also restrict their ability to ask questions. Thirdly, whether students can ask questions involves methods, and some students don't understand how to ask and what to ask. So how can teachers guide students to ask math questions? First, create a harmonious relationship between teachers and students and enhance the courage to ask questions. As the saying goes, "Learn from your teacher and believe in it." To enhance students' courage to ask questions, teachers should first create and establish a harmonious relationship between teachers and students. Teachers should treat every student with sincere respect and heartfelt love, especially those students who are slightly poor in math learning. Secondly, we should guide students to eliminate the worship and superstition of teachers and textbooks, and dare to question the teachers' explanations and the contents of books. Sometimes, teachers can deliberately "make" one or two mistakes to guide students to question, thus cultivating students' courage to dare to challenge and ask questions. Second, create appropriate mathematical situations to guide students to ask questions. Teachers should not only create a learning atmosphere for primary school students who dare to ask questions, but also be good at creating situations containing math questions, so that children have the interest and consciousness to ask questions actively. Teachers should try their best to stimulate students' desire and passion to pursue mathematical problems, arouse their cognitive conflicts, arouse their doubts and conjectures, awaken their strong sense of problems, and thus induce students to ask mathematical questions. Therefore, it is very important to create appropriate mathematical situations to cultivate students' ability to ask mathematical questions.