Consciousness can't fly from one person's brain to another's brain, but it can use the reflection function of human brain to create certain material characteristics in the material world (these material characteristics include artificial information such as words and languages and various natural information) and let others reflect them through the brain, thus producing the same or similar consciousness in other people's brains. However, there is a fundamental condition for the transmission of consciousness, that is, the content of the transmitter's own consciousness should exceed that of the receiver, that is, the transmitter's own consciousness must exceed that of the receiver in depth and breadth. Therefore, in order to cultivate students' mathematical problem consciousness, teachers should first have a stronger problem consciousness than students, and teachers should let students question, criticize, explore, discover and ask questions when facing the problem situation. Teachers themselves should also have this series of reflections. Only teachers who are good at thinking and sharp thinking can cultivate students who are good at thinking and sharp thinking. In fact, some of our math teachers' problem consciousness is not satisfactory. Therefore, it is imperative to strengthen teachers' problem consciousness in mathematics teaching.

To give students a bowl of water, the teacher must first have a bucket of water. Teachers should take the lead in cultivating students' problem consciousness.