First, create problem situations to awaken students' problem consciousness.
Mathematician Paulia said: "The role of teachers is to systematically give students the opportunity to discover things and give them appropriate help, so that students can discover as many things as possible in the situation." Create novel problem situations, stimulate students' curiosity and thirst for knowledge, make students happy to find problems, ask questions they care about and want to know, and cultivate students' habit of constantly asking questions about learning problems. For example, when learning the power of rational numbers, he created the situation of Lamian Noodles master Lamian Noodles. "Master Lamian Noodles kneaded a piece of dough into 1 strip, stretched it at both ends by hand, then folded the strip in half, stretched it again, and folded it again, and each fold was called a button. Repeated operation, continuous deduction for six or seven times becomes a lot of fine noodles. " Students naturally ask, "How many fine noodles are there after deducting six or seven points?" How many questions are there to explore "deduction 1 time" How many more are there after 2 deductions? ..... "Effectively organized the teaching and improved the teaching effect. In short, in classroom teaching, teachers should constantly create problem situations that can arouse students' strong curiosity and instinct to have cognitive conflicts, induce students to question and guess, and awaken students' strong problem consciousness.
Second, change the way of learning and guide students to find problems.
Constructivism holds that knowledge is not taught by teachers, but acquired by learners through active construction with the help of others (including teachers and learning partners) and necessary learning materials in certain situations. Teachers should leave enough time and space for students in class, so that students can cooperate and explore, communicate and interact, and speak freely. Pay attention to let students think and discuss; Let students find problems, ask questions, explore problems, and then solve problems; Let every student have a chance to show himself.
1, many hands, many operations. Psychological research shows that the development of children's thinking is the process of transforming external activities into internal activities. Therefore, teachers should try their best to provide students with perceptual materials for autonomous learning, strengthen intuitive operation, carry out a lot of perception through specific operations, and establish representation as the pillar of abstract mathematical knowledge. For example, in the teaching of rectangle, students often find and put forward folding problems in the process of hands-on operation.
For example, what is the shape of the overlapping part of the rectangle after diagonal folding? If the length and width of the rectangle are 16 and 8 respectively, what is the area of the overlapping part? Teachers practice with students' hands, and then let students tell the process and conclusion of solving problems in an orderly and complete way, and then let the whole class comment. In this way, students are guided to operate, observe and think, so that they can discover and summarize the figures of overlapping parts and the calculation methods of their areas. At the same time, students can learn how to explore knowledge in the process of participating in the formation of knowledge and cultivate the consciousness of independent learning.
2. More cooperation and communication. The new curriculum standard of mathematics puts forward that "effective mathematics learning activities cannot rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics". Therefore, group cooperative learning is the requirement of mathematics teaching activities endowed by the times. In mathematics teaching, in order to effectively carry out group cooperative learning activities and provide students with more opportunities for independent thinking, so as to effectively carry out cooperative inquiry, find problems and ask questions.
Third, create a strong atmosphere to encourage students to ask questions
Mr. Tao Xingzhi, an educator in China, said: "The starting point of inventing millions is to ask." Thus, the question is the starting point of innovation, and it is very important to cultivate students' questioning ability. Teachers should create an active classroom atmosphere suitable for students' active participation and learning, thus forming a relaxed teaching environment conducive to the healthy development of students' subjective spirit, innovative consciousness and innovative ability.
Einstein also pointed out: "It is more important to ask a question than to solve it, because solving a question may be a mathematical or experimental skill, while asking new questions and new possibilities and looking at old problems from a new perspective requires creative imagination and marks the real progress of science." It is necessary to tolerate students' questions, give them deep and innovative ideas, give them affirmation and praise in time, and let them share the joy of success; It is simple and extreme, and it must not be denied and ridiculed. Instead, it should affirm its bold behavior and appreciate the bright spots of its questions. Only in this way can we care for students' self-esteem and protect their problem consciousness.
Fourth, give appropriate evaluation and cultivate students' problem habits.
Philosopher boardman said: "Sow words and deeds and reap actions;" Sowing behavior, harvesting habits; Sowing habits, harvesting character; Sow character and reap fate. "The teacher sowed the behavior of cultivating students to' find problems and ask questions'. How to make students form the habit of "having more perspectives on problems and asking better questions"? Teachers should adhere to the principle of giving priority to affirmation in classroom teaching, adopt specific affirmation strategies, and make specific affirmation according to the value of questions raised by students. This concrete affirmation is of great educational significance not only to the individual who asks questions, but also to the whole class. After a period of patient guidance and careful training, students are full of passion for the activities of "finding and asking questions" in class, and gradually develop the habit of asking questions.
It takes a process to cultivate students' ability to ask and solve problems. Teachers consciously guide and patiently encourage students, and students' awareness of problems will inevitably be strengthened. The process of mathematics learning will become the process of students' rediscovery and recreation of knowledge.