People's psychological characteristics are curiosity and fun, so the design of questions should be interesting, meaningful and attractive, so that students can feel interesting and happy when thinking about the answers, and receive teaching in pleasure. In teaching, teachers can use stories, riddles, games, competitions and other forms to connect abstract mathematical knowledge with vivid physical content, causing students' psychological doubts and forming suspense problems. If the problems in a class are boring, the effect of classroom teaching will be weakened. Therefore, the teacher should pay attention to his interest when designing problems. For example, when teaching the understanding of the circle, a problem situation is designed with multimedia after the new class: the animal kingdom holds a bicycle race, the wheels of the bear are square, the wheels of the monkey are round, and the wheels of the elephant are triangular. They set out at the same time, place and direction. The teacher caused speculation: "Who will reach the finish line first?" Such questions are intuitive, vivid and full of children's interest. Connecting with students' practical problems in this way can arouse students' existing experience, expand association, be fascinating and exciting, and let students actively participate in problem-solving situations. The problems designed by teachers must conform to the thinking rules of primary school students. Design a series of questions from the shallow to the deep, and there is strict logic between them, and then ask them one by one, so that students can gradually deepen their understanding. For example, when teaching "area calculation of triangle", you can ask questions like this: ① What figure can two identical triangles be combined into? ② Which side of the original triangle is the bottom of the mosaic? (3) What is the height of the mosaic of the original triangle? What is the area of the triangle? ⑤ How to express the calculation formula of triangle area? ⑥ Why do you need to multiply the base by the height and then divide it by 2 to find the triangle area? This kind of question is both logical and enlightening, which not only enables students to better understand the calculation formula of triangle area, but also develops their thinking ability. When students' emotions are aroused, teachers should be good at solving doubts and promoting thinking, so that classroom teaching will be turbulent. For example, in the teaching of "Calculation of Triangle Area", when students basically master the formula of triangle area calculation and can use this formula to find the general triangle area. The teacher gave a "strange" question: calculate the area of the triangle on the right. And specially used the form of competition to make the classroom atmosphere very warm. Results Almost all the students in the class answered 4×6÷2= 12 (square meter). Just as the students were happy for their "victory" again, the teacher said humorously, "You have all been cheated!" Say a word, just like throwing a boulder into the rippling lake. At this time, the teacher revealed the mystery when the students were extremely active in thinking, thus receiving good teaching results.