1. Design problems through "fuzzy points". In primary school mathematics teaching, some knowledge is often easily confused with other contents, and these vague points must be clarified. Well-designed questioning is an important means to solve this problem. For example, when teaching "Finding the greatest common factor and the least common multiple", I designed such a list of questions to compare the greatest common factor and the least common factor of two numbers. By asking questions through fuzzy points, students' analytical and discriminating abilities can be enhanced in a pleasant atmosphere, and the rigor and accuracy of students' thinking can be improved.

2. Grasp the design of "blind spots". The so-called "blind spot" is a problem that is not easily noticed in normal thinking, but often affects students' correct thinking in practical application. Blind spots are generally ignored, so teachers should design appropriate questions to let students find blind spots themselves. For example, when teaching "prime number, composite number and prime factor decomposition", I asked after the students understood the concept of "prime number and composite number". Some students quickly replied that "1" is a prime number. At this time, I asked: "1" Is there any other factor besides itself? Students quickly judge that "1" is neither prime nor composite. The teacher designed such a problem, excavated the blind spots that students easily ignore, and expanded the breadth of thinking.