In teaching, we should liberate students' brains and let them dare to think; Liberate students' mouths and let them dare to ask. Doubt leads to curiosity, curiosity leads to need, and positive thinking is carried out because of need, thus promoting students to constantly find problems. Pupils are curious and eager to learn. I always want to know "why", "what to do" and "how to do it" about things I am interested in, and I have a strong sense of problems. Whether this problem consciousness can be revealed, displayed and communicated depends on whether there is a suitable environment and atmosphere. Therefore, teachers should always pay attention to establishing an equal, democratic and harmonious relationship between teachers and students in classroom teaching, respect every student, let every student have equal educational opportunities, and fully respect and care for students' problem consciousness. In classroom teaching, we should actively advocate: allowing students to answer again if they are wrong; The answer is incomplete and allowed to supplement; If you can't think well, you are allowed to think again; Students are even allowed to express their views without raising their hands when necessary. Teachers should actively guide students' budding problems, or irrelevant or whimsical problems, create a good learning atmosphere, inspire students to use their brains, not be superstitious about textbooks and teachers, dare to express personal opinions and elaborate personal evaluation opinions, and consciously cultivate students' courage and habit of questioning and asking difficult questions.

2. Create problem situations and guide students to "ask questions"

Only when students actively study can they be good at finding problems, and only when they constantly find and ask questions can they learn creatively, otherwise they will always be passive. In the process of teaching, teachers should be good at creating situations and organizing students to find regular materials, which is convenient for students to explore, practice and find problems.

(1) Create interesting situations

Teachers can provide students with rich background materials according to their physiological and psychological characteristics, create interesting question situations in the form of competitions, puzzles and story telling, stimulate students' desire to explore and guide them to ask questions.

(2) Creating life situations

There are many math problems in real life. The colorful real world hides countless "whys" for children. The theme of mathematics practice activities is "all-round development" and "all-round development", which provides students with an opportunity to ask questions. The situation of open questions and the unique conditions in practical activities provide them with more exploration time and more exploration space.

3. Guide the way of asking questions, so that students can be good at asking questions.

Primary school students are in a cognitive state of "thinking but not getting, saying but not being able". Because they don't have the methods and skills to find and ask questions, students often don't know where to start and what kind of questions to ask, even if most of the questions are of low quality. Therefore, in order to make students good at finding and asking questions, teachers must guide students to ask questions and promote their ability to ask questions.

(1) Learn to associate and ask questions about the "production point" of knowledge.

Association is an important method of creative thinking. Enlightening students to make reasonable association in teaching can help students find the breakthrough of the law of things more quickly. Help students apply their existing knowledge and experience to new situations and promote the discovery of new laws and methods. The study of any new knowledge is always based on the students' original knowledge. Ausubel of the United States believes that the effectiveness of teaching activities mainly depends on whether the new learning content can establish substantive connection with the original appropriate knowledge system of learners' cognitive structure. Therefore, teachers should be good at choosing the occurrence and development of new knowledge from several knowledge points related to new knowledge, and inspire students to find problems and ask questions.

(2) Learn to guess and ask questions about the "combination point" of knowledge.

Guess is a harbinger of discovery. This is not a wild guess. Instead, we should rely on our subjective wishes and knowledge background to boldly put forward hypothetical answers to questions through imagination, estimation and prediction, and then verify the results of speculation logically and practically. In classroom teaching, we should fully understand the students' original cognitive structure, try to create situations to inspire questions in some places that are easy to be ignored and confused, and appropriately induce students to realize the connection between the new knowledge they have learned and the original cognitive structure. In order to ask targeted questions.

(3) Learn to question and ask more questions if you don't understand.

In the process of children's learning, there are bound to be many questions in their minds. We should fully explore their problems. Students should be trained to look at things with suspicion, find problems from them and find the real truth. In the usual teaching, we should pay attention to enhancing students' sense of participation. As long as there are questions, let the students boldly ask them.

4. Classroom teaching pays attention to reflection and makes students "inquisitive".

The so-called reflection is to further improve, enrich and systematize new knowledge in the mind through critical, inferential, summary and abstract thinking activities. In teaching, actively cultivate students' ability of continuous reflection and continuous mathematical thinking.

According to the old adage of "preaching, teaching and dispelling doubts", teachers should have the consciousness of reflecting on teaching and adjust teaching methods and strategies in time to obtain the best teaching effect.