With the rapid development of society, the deepening of curriculum reform and the changes in curriculum objectives, curriculum structure and curriculum content, classroom teaching is required to undergo qualitative changes in curriculum management, students' learning methods, teachers' methods, classroom teaching evaluation and many other aspects. The new syllabus of mathematics teaching emphasizes problem-centered learning. Students are the masters of learning, and teachers should leave the questions to students. The classroom teaching method without problems is unsuccessful, which is the requirement of quality education for students in the new era. Mr. Tao Xingzhi once said: "Creation begins with problems. Think only when you have questions. Only thinking can solve problems and find independent ideas. Although there are problems, there may not be creation, but there must be no creation without problems. " Therefore, it is an important task to cultivate students' problem consciousness in primary school mathematics classroom teaching. So, how can teachers cultivate students' problem consciousness? I think we should start with the following points: First, teachers should change their teaching concepts and put forward the problem of "cultivating students' thinking". Students can't just listen to the teacher when learning mathematics, and "asking questions" can't be simply understood as the teacher asking questions to the students, and the teacher plays an insinuating role; More importantly, students should learn to ask questions. To cultivate students' "problem consciousness", teachers must give way, change teachers' teaching concepts ideologically and change the roles of teachers and students in the classroom. Teachers should be able to communicate with students on an equal footing, believe that each student has certain creative potential and curiosity-induced "problem" potential, and treat each student's questions correctly. Teachers should also learn to listen, dare to face students' questions with a realistic attitude, encourage students to question and ask difficult questions, guide them to bravely ask all kinds of novel math questions, and respect students' personalities and differences. We should really return the classroom to the students and regard the classroom as an integral part of the life value of teachers and students. Health 1: 1+3 equals 4. Health 2: 1+4 equals 5. Student 3: I know, Teacher: They are 6, 7 and 8 respectively. Teacher: Do the students agree? Health: I agree! Teacher: Write down these addition operations as quickly as possible and test everyone later! ..... students recite, when students recite for a period of time, the teacher says the calculation results, answers by name, affirms the right, and corrects the wrong by name. I think: after the students answer the standard answer, the teacher should ask "why?" "What do you think?" Teachers should attach importance to the training of students' thinking process and leave students with opportunities to express their mathematical thinking process. The process of students' mathematics learning is the process of assimilation and adaptation between their original mathematical cognitive structure and new knowledge. In this process, students often use existing concepts and consciousness to solve and accept new concepts and methods. Therefore, teachers should know the real situation of students, and take it as the practical starting point of teaching, start with improving the artistic level of their own questioning, pay attention to enlightenment, openness and creativity in questioning, and activate students' thinking to the maximum extent. The question is not just "What is the answer to this question?" Instead, ask the students: "How do you know this result?" In the teacher's subtle questions, students entered an excited state from the beginning, and there were problems in their hearts that needed to be solved urgently. They are also eager for knowledge and active participation. Teachers often ask questions to arouse students' "Qian Qian question". A good math teacher will pay attention to students' mathematical thinking process and the expression of thinking process, because he will not only bring the benefits of training thinking to students who answer questions, but also cultivate other students' problem consciousness. Second, create a relaxed teaching atmosphere and let students "dare to ask" questions. First of all, teachers should create a democratic atmosphere. In teaching, teachers, as organizers, guides and collaborators of learning, should strive to create a democratic and harmonious teaching atmosphere, give full play to students' enthusiasm and initiative in learning, eliminate students' nervousness and make students in a relaxed learning environment. When students feel comfortable, they can quickly enter the best state of learning, be willing to think and dare to question. Our teacher should change "one-word-for-one" into teacher-student interaction. In class, teachers should face every student, especially those with learning difficulties, with full enthusiasm and sincere smile, with love and patience, so that they can deeply feel the teacher's love and concern and truly realize that they are the masters of learning. So as to shorten the psychological distance and role distance between students and establish a new type of teacher-student relationship of friendship. In addition, our teachers should also allow students to question "mistakes", which is the premise for students to dare to question. Secondly, teachers should create question situations to stimulate students' interest in asking questions. Interest is the best motivation for learning. If the questions raised by teachers can create conditions, cultivate and stimulate students' learning motivation and interest, and enhance students' desire to participate in learning activities, they will have the motivation to learn. In classroom teaching, teachers should create some novel and interesting problem situations according to the teaching content, and strive to attract students' attention to math problem situations, so as to arouse students' curiosity and force students to ask "Why? What is this? How about it? " For example, before teaching the "Law of Business Invariance", you can tell students the story of the Monkey King using this law to divide peaches for greedy monkeys, and guide students to think: Is the Monkey King smarter or is the little monkey smarter? Telling this story to students before class can create a problem situation well. Why does the Monkey King divide it like this? What rules does it use? This has aroused students' strong thirst for knowledge and curiosity, and they really want to find the answer to the question. Therefore, teachers must start from the teaching materials and students' psychological characteristics, create interesting and enlightening problem situations, and let students explore, solve and master new knowledge with strong interest. Therefore, we should actively create a relaxed, free and democratic teaching atmosphere in classroom teaching. Only in this way can students' own fears be eliminated, their inherent exploration needs be stimulated and they dare to ask questions. Third, pay attention to method guidance and let students "ask" questions. 1, encourage students to question and ask difficult questions, and form the habit of positive thinking. Gu Mingyuan, a famous educator, said, "Students who can't ask questions are not good students." The concept of students in modern education requires students to think independently and have the ability to ask questions. To cultivate students' innovative consciousness, we must first cultivate their positive thinking and learn to ask questions. In mathematics teaching activities, teachers should not only be good at asking questions, but also make discoveries and even make innovations. For example, when teaching the course "Angle Measurement" and knowing the protractor, let the students observe the protractor by themselves and ask "What did you find?" "Do you have any questions to ask?" Through observation and thinking, students will ask, "Why are there two semi-circular scales?" "What's the use of internal and external scales?" "Is it more convenient to measure with only one scale than with two scales?" "Why is there a central point?" Wait, students can put forward different opinions. Teachers should not only encourage and guide students to be good at finding problems and dare to express their views and opinions, but also create conditions and provide opportunities for asking questions. Consciously leave enough time for students to think, let them understand knowledge, produce all kinds of doubts, induce students to evaluate the questions raised, and thus improve students' ability to question and ask difficult questions. 2. Teachers should properly praise and analyze the good questions raised, and gradually guide students to ask questions. In view of the phenomenon that students don't ask questions, teachers should give appropriate encouragement and praise, and analyze them, so that students can understand why this question is raised well. For example, when explaining cases 3 and 4 in pen division with divisor of two digits, the students understand that it is faster to try quotient with divisor (that is, approximate integer ten) first. In view of this method, some students raised such a question: What if the divisor is 25 or 26? Without similar integers, how can we try to negotiate faster? After listening to it, I immediately affirmed that this question was a good question and explained that it was a problem to be solved in the next two sections. This classmate thinks of it now, which shows that he loves thinking very much and his thinking is more advanced. He praised the student for not only understanding and mastering the content of the teacher's speech, but also thinking positively and thinking about its particularity, which shows that he is active in learning, quick in thinking and able to draw inferences from others. I hope his classmates can learn from him. As long as I ask a good question, I will affirm it, analyze what is good about this question, and gradually guide students to ask questions. 3. Teach students the methods and skills of asking questions. Because of the different teaching contents, there are different ways to produce problems. Teachers should adopt different strategies to induce students to ask mathematical questions according to different types of mathematical questions. Or compare and analyze the existing conclusions, summarize them independently, and ask general questions; Or through observation, analogy, imagination, etc. , asking speculative questions; Or think divergently about the basic problems from many angles and aspects, and put forward the extended problems; Or the contradictions in the understanding and application of concepts and properties. , ask rebuttal questions; Or put forward perfect questions about some asymmetric, disharmonious, incomplete and inconsistent factors. For senior students, teachers can guide students to learn to ask questions by themselves, such as finding and asking questions in the process of transferring old knowledge to new knowledge and internal relations; Ask questions from places you don't understand or know clearly, ask valuable questions, and gradually cultivate students' divergent thinking and divergent thinking. Practice has proved that cultivating students' problem awareness and improving their ability to solve problems can fully mobilize students' enthusiasm for learning, so that students can not only learn, but also learn, which greatly improves the efficiency of classroom teaching. In order to enable students to ask some valuable, meaningful and thoughtful questions, teachers' guidance and guidance are needed. In the teaching process, teachers should use a variety of teaching methods to study students' cognitive psychological characteristics, create problem situations, stimulate students' desire for learning and activate students' thinking activities, so as to gradually improve students' problem awareness and ability to solve and analyze problems. Let students have a mind that is good at finding problems, so that our mathematics teaching can have a broader sky.