The teaching process is a process of dialogue and communication between teachers and students. In this process, different teacher-student relationships will produce different effects. If teachers can't get out of the traditional role of teaching dignity and remain self-centered, it will inevitably make the classroom atmosphere tense. In this way, students will not have the opportunity to ask questions even if they have questions, or they are afraid or unwilling to ask questions for fear of causing teachers' censure and ridicule. On the contrary, if teachers can equally participate in students' learning activities as organizers, guides and participants, and interact with students at zero distance, students will eliminate the burden of tension and fear, open their hearts for teachers and classmates, speak freely and express their feelings, ideas, confusion and doubts. When listening to the teacher's demonstration class, the author often sighs: they are all facing local students, and teachers and students don't know each other. Why can they get along well with students in just a few minutes before class, so that students can speak enthusiastically and ask questions boldly? The author believes that these teachers not only have superb classroom control ability, but also respect every student, truly treat students as developing people, and sincerely communicate with students on an equal footing. Such a democratic and harmonious classroom atmosphere will infect every student and make them realize the dignity and value of being a human being. In such a classroom atmosphere, students have no psychological burden, and even if they make mistakes, they will not attract teachers' censure and ridicule. Therefore, in teaching, teachers should create a positive, relaxed, free and harmonious teaching atmosphere, establish a democratic and equal relationship between teachers and students, eliminate students' fear and encourage students to question and ask questions boldly. Only in this way can the enthusiasm of students' thinking be mobilized, they will become the masters of the classroom, and they will bravely ask unexpected questions to the teachers.
Second, give students time and space to ask questions, so that students want to ask questions.
In class, teachers should attach importance to activating students' thinking and let them think and ask questions actively.
First of all, we should pay attention to the stimulation of students' interest in learning. If they are interested, learning is not a burden for them, but a kind of enjoyment and a pleasant experience, and students will want to learn more and more and love to ask questions more and more. This requires teachers to integrate curriculum resources, carry out secondary development and creation of teaching content, turn static curriculum content into dynamic resources that can attract students' attention, and create challenging problem situations to arouse students' interest and thinking. For example, while studying algebra, a teacher created a situational guessing game. He first asked the students to think of a number in their minds, and then said that the sum of 12 multiplied by the quotient of this number multiplied by 3. Finally, the teacher said what the numbers in the students' minds were. After several rounds, the students felt amazing and their interest in learning was immediately mobilized. They couldn't help asking the teacher, "Is it really that amazing? How did the teacher guess? Is there any necessary connection between the numbers in my head and the results? " Therefore, it is natural to enter algebra learning, in which students will be impressed by the significance of expressing the relationship between quantity and quantity with algebraic expressions.
Secondly, teachers should preset the time and space for asking questions. When students are difficult to understand or have deviations in understanding the learning content, teachers should slow down the pace of teaching, appropriately reserve time for students to think and opportunities to ask questions, so that students can ask questions and communicate with each other, so that they can improve their understanding in the collision of thinking and construct their own knowledge system.
Third, encourage students to question, ask difficult questions and let students ask questions.
Pavlov said, "Doubt is the thought of discovery, the driving force of exploration and the premise of innovation." The occurrence of creative thinking often begins with doubt. Cultivating students' ability to question and ask difficult questions is of great significance to cultivate students' ability to find and ask questions themselves. Therefore, in teaching, teachers should pay attention to creating a questioning atmosphere and asking difficult questions. For example, in normal teaching, teachers can say an incomplete proposition to guide students to analyze and question, or seize the information generated in class that is of discussion value, so that students can analyze, question, ask and discuss. Make students dare to question teachers or classmates, take questioning as an important means to develop students' thinking, cultivate students' ability and improve students' quality, gradually cultivate the scientific spirit of daring to question and explore, regard the learning process as the process of discovering, asking, analyzing and solving problems, and then form habits, so that students can learn to think and ask questions.
Fourth, give full play to the incentive function of evaluation and make students willing to ask questions.
Most teachers have the feeling that classes in lower grades are often more lively than classes in higher grades. Students in the lower grades always have endless questions, and the more they get to the upper grades, the fewer questions they have. The reason why this phenomenon occurs is related to the attitude of teachers towards students' questions in peacetime teaching. When students are laughed at by teachers for asking inappropriate questions, they will close their hearts and refuse to speak or ask questions in class. If the teacher doesn't notice this, the initiative of students' thinking will gradually lose, and students will become uninterested and unable to think. Therefore, in teaching, teachers should play an encouraging role in evaluation. First, when students answer or ask high-quality questions, teachers should praise them in time; Second, when students' answers or questions are not correct enough, teachers should pay attention to protecting students' enthusiasm for asking questions and should not deny them all. They should think more from the students' point of view and praise students from another angle, so that they feel that although they are not correct enough, they have also attracted the attention of teachers and classmates and proved that their problems are still valuable. Therefore, he will definitely think more carefully in the future and express his ideas by carefully organizing the language. But when evaluating students, the teacher's feelings must be sincere, the language should be appropriate and colorful. They should not only point out students' shortcomings or mistakes properly, but also let students sit down with dignity and avoid superficial and stylized evaluation.