First, create a democratic and relaxed learning environment.
First of all, we should examine the traditional teaching concepts or teaching methods. Traditional primary school mathematics is mainly based on routine teaching, supplemented by sea tactics, so that students can get familiar with things from the law. Admittedly, this can help students quickly understand the nature of knowledge and application scenarios, but the classroom learning process is boring, students have less time and space to think, teachers have absolute authority in the classroom, and the fun of inquiry in the process of mathematics learning is artificially erased. Authority is the biggest obstacle to cultivate students' problem consciousness, and the classroom without interest in learning is not enough for students to actively participate in classroom learning. Therefore, teachers must optimize the teaching structure. On the one hand, the traditional centralized teaching strategy is changed, so that students have enough thinking space, realize independent inquiry learning, acquire knowledge, and feel the sense of accomplishment and inquiry fun brought by mathematics learning. On the other hand, establish an equal, relaxed and democratic teaching environment, so that students can get a good emotional experience in classroom learning, dare to challenge authority and boldly ask their own questions in class. At the same time, teachers should also teach students to listen, respect others, speak in order in class, give students more confidence in speaking and less concern about speaking.
Second, establish a reasonable problem situation.
Situational teaching method is a common teaching method in primary school mathematics classroom. By creating a certain teaching situation, students' thinking is in a specific environment, which is conducive to cultivating students' thinking and improving the quality of classroom teaching.
(A) to reproduce the life situation
Primary school students' learning and life experience is limited. By creating a life-oriented problem situation, students can have a sense of familiarity, which is helpful to promote students to form the habit of observing life and finding problems and improve their knowledge application ability. For example, when learning the lesson of polygon area, teachers can ask students questions: Our house is 96 square meters and 196 square meters. How is this worked out? People tend to ignore what they are used to, and so do primary school students. Through the living problem situation, a kind of familiar and unfamiliar feeling is produced in students' minds, which effectively cultivates students' problem consciousness and stimulates students' thirst for knowledge.
(B) create a problem-solving situation
Inquiry learning is inseparable from the creation of excellent problem situations. By setting related questions, students can carry out inquiry activities according to the questions, so that students can realize the dual development of knowledge and thinking ability. In the process of inquiry, students will inevitably find a series of problems and start to solve them, thus effectively improving their problem awareness and problem-solving ability. The situation of question inquiry requires teachers to establish an open teaching environment, and students to carry out inquiry activities in a highly autonomous environment to achieve relevant teaching goals, which puts higher demands on students' self-study ability, thinking ability, consciousness and teachers' teaching art, so it is widely used in senior high school mathematics teaching.
(C) conflict situation
The so-called conflict problem situation refers to the conflict between the problem situation created by teachers and students' cognitive experience, which can be used to solve and develop contradictions in the learning process, mobilize students' thirst for knowledge and promote the development of classroom teaching. For example, in the "Four Arithmetic" class, we have learned four algorithms of addition, subtraction, multiplication and division respectively. Teachers can give an example, such as 3× 5+9 ÷ 3 媿 2, for students to calculate. Most students get a calculation result equal to 6, which will be calculated from left to right. At this time, the teacher can give the correct answer. Conflict-type problem situations not only require students to learn relevant knowledge, but also guide students to think about the problems and problems that conflict with their own cognition, thus enhancing students' problem awareness.
Third, get out of the classroom.
It is unrealistic to enhance students' problem consciousness only through classroom teaching. It is necessary to guide students to a broad life and cultivate and develop students' problem consciousness in many ways. First, teachers should leave a "tail" in the classroom, which can be in the form of homework or inquiry after class, so that students can leave the classroom with questions and think about them after class. Secondly, teachers should cultivate students' good reading habits, and the content of reading is extensive, not necessarily mathematics, and encourage students to think and question the reading content, thus enhancing students' problem consciousness.
Cultivating students' problem consciousness in primary school is conducive to improving students' autonomous learning ability and scientific thinking ability, and promoting students' development to quality education. The cultivation of problem consciousness cannot be achieved overnight. Teachers should make good guidance in long-term teaching according to students' thinking characteristics, use excellent teaching methods, formulate effective ways to enhance students' problem awareness, improve classroom teaching quality and cultivate innovative talents that meet the needs of the times.