As a front-line teacher, I think the primary requirement of innovation is to cultivate students' questioning ability. As a basic subject in basic teaching-primary school mathematics teaching, the task of cultivating students' questioning ability is to let students put forward as many ideas as possible, make sufficient assumptions, explore freely in different directions and find various answers to questions. Next, I will talk about and analyze the cultivation of students' questioning ability in primary school mathematics teaching based on the practice of primary school mathematics teaching. First, cultivate the problem consciousness of primary school students. Einstein, a great physicist and philosopher, said, "It is more important to ask a question than to solve it." Indeed, it is valuable to ask a question, especially a good one. It should not only have the consciousness and courage to ask questions, but also have intuitive insight, insight, divergent thinking and heterosexual thinking. The process of asking questions is the process of developing creative thinking. At present, the characteristics of most teachers in primary school mathematics classroom teaching are: teachers keep asking questions, students are busy dealing with them, attach importance to the conclusion and despise the process; The process of teaching is a problem-solving process. Only pay attention to solving the problems raised by teachers, and students will ask fewer and fewer questions. Students are not good at thinking without problems, observing the world with questioning eyes and being creative. Therefore, it is necessary to create and cultivate students' problem consciousness. First of all, teachers should let students understand the truth that "learning is expensive and doubtful, little doubt and little progress, big doubt and great progress". Secondly, teachers should encourage students to guess, doubt and ask their own questions. At the same time, teachers should give appropriate evaluation to the questions raised by students; Once students who are not good at asking questions ask questions, praise their courage first and then help them analyze them; For students who are curious but always can't grasp the main points, don't laugh or satirize, but be patient and guide; Students who ask good questions should be encouraged to explore further and innovate boldly. Second, guide primary school students to find problems and ask questions. The ancients said, "The skeptic will make progress if he has the opportunity to realize." Teachers should adopt the new concept of "teachers ask questions to lead to problems" in classroom teaching, cultivate students' independent thinking and active discovery, and in such thinking and discovery, quickly search for and generate the real problem consciousness that should be solved by themselves. In preparing lessons and teaching, teachers should naturally "put themselves in other's shoes" at any time and imagine what questions they can ask from the standpoint of students. Especially in the classroom, teachers should design some questions according to the teaching materials to ask questions and inspire students. 1. Questioning "Basic Concepts, Theorems and Formulas" Understanding the connotation and extension of mathematical concepts, the meaning of theorems, the implied conditions, the applicable scope of formulas and the deformation of formulas is the basis and prerequisite for learning elementary mathematics well. In the teaching process, teachers gradually shift their focus to students through questioning training, so that students can ask questions themselves. For example, after learning the formula of the surface area of a cuboid, some students asked, "When both sides of a cuboid are squares, can it be represented by 2a.a+4ah?" . Obviously, questions like this are innovative. 2. Asking questions and solving problems in the "problem-solving process" is one aspect of learning mathematics, but simply doing problems without thinking and asking questions will definitely have bad effects. George Polya pointed out in How to Solve Problems: "Asking yourself questions is the beginning of solving problems", "When you ask yourself questions purposefully, it becomes your problems" and "If you can properly use these questions and skills to ask yourself, they will help you solve your problems". According to Paulia's problem-solving table, I summed up the following questions for students: (1) What conditions are known? 2) What are the conditions for solving the problem? (3) What relationships are still missing? (4) From which angle can we build a bridge from the known to the unknown? (5) Have you seen it before? (6) Can it be replaced by the same or similar model? (7) Are there any special circumstances that can help the analysis? (8) Can you solve some problems? (9) Have all conditions been used? (10) Can you check the results? (1 1) Can we get the results by different methods? In teaching, I often ask students questions according to these questions, so many students gradually learn to ask and answer themselves according to these questions, which greatly improves the ability to solve problems and cultivate the ability to ask questions. .3. How to analyze and synthesize the problem of "mathematical thinking method"? How to associate? How to sum it up? How to explore? How to transform? How to build a mathematical model? ..... There are many ways to inspire students to ask questions, and there are also many opportunities for students to imitate exercises. For example, in a rectangle with a length of 12.4cm and a width of 7.2cm, the cutting radius is a circle with a radius of 1cm. How many can you cut? Because students are familiar with the area of rectangle and circle, it is wrong for many students to divide the area of rectangle by the area of circle. At this time, I will tell you whether you can draw a picture, cut it and find out several different methods soon. 4 Asking questions from real life In daily life and production, many phenomena are related to mathematics. Guide students to observe the phenomena around them from a mathematical point of view, and then summarize them into mathematical problems. For example, the interest rate of savings in life, the discount of prices, the payment in life, the cost in production and so on. At ordinary times, we should combine what we have learned, infiltrate the teaching of practical problems, collect some problems in life, analyze and solve them, and give students a demonstration role. 3. Create a questioning scene and an atmosphere for questioning. Teachers should give students the opportunity to ask questions whether after class or in class. Teachers can arrange preview, hands-on operation and personal experience before class so that students have problems in practice. For example, before learning to determine the starting line, let the students practice each starting point in person, so that he can have problems in practice. Especially in the classroom, we should create problem scenes and create a problem atmosphere, so that students can ask "why?" Make full use of available opportunities to encourage students to ask questions. If there is a clerical error or intellectual error in teaching, once it is found, don't immediately announce it to the students, let them analyze whether there is a problem and encourage them to ask questions boldly. Only when students form the habit of asking questions will they keep asking questions, their ability to ask questions will become stronger and stronger, and the quality of questions raised will become higher and higher. In short, in teaching, cultivating students' questioning ability can not only enhance students' interest in learning, but also improve classroom efficiency and benefit students for life. Of course, to improve students' questioning ability, teachers should pay attention to guidance everywhere, strengthen students' questioning consciousness, actively create opportunities for students to ask questions, and fully develop students' questioning ability in mathematics study and life.