Abstract: learning is the first thing to ask; Only learn to answer, not learn. Learning begins with thinking, and thinking comes from doubt. Learners without doubt must study with doubt, and doubt is the fire that ignites students' thinking and exploration. Teach people to eat fish, and teach people to live on fish. To make students curious, we must "give people fish".

Key words: problem consciousness, methods of creating environment, and wide knowledge.

Zhu once said: "Those who learn without doubt must be taught with doubt". Professor Li Zhengdao once said: "If you study and ask questions, you should study first;" Only learn to answer, not learn. The "new curriculum standard" also advocates that students should take the initiative to ask questions, and that teaching should be true to itself. Encourage students to think freely and discover independently, and cultivate students' habits of asking questions, criticizing and arguing, and cooperating and exploring, which lays a solid foundation for students' independent learning and lifelong learning. It is especially helpful for returning children and left-behind children to learn. However, in our teaching practice, we often encounter: students ask questions, but they can't grasp the theme, but they are fragmented and irrelevant, or they just struggle with some details, deviate from the theme, and even run counter to the theme. As a result, the teaching plan is difficult to complete and the teaching process is loose. Therefore, in Chinese teaching in primary schools, it is more important to guide students to discover, ask, think and solve problems, and to stimulate their wisdom and potential. How to guide pupils to find problems and ask valuable questions? After research, I found that whether students can ask valuable questions is closely related to how teachers guide them. Therefore, in teaching, I pay attention to the following aspects of training.

First, give students the opportunity to ask questions and cultivate their awareness of asking questions.

"Learning begins with thinking, and thinking comes from doubt", and doubt is the fire that ignites students' thinking and exploration. Question consciousness refers to the psychological state of doubt, confusion, anxiety and inquiry when students realize some puzzling and difficult problems in cognitive activities. Cultivate students' problem consciousness, let students dare to ask questions, love to ask questions, ask questions, and ask valuable questions in their study and life. Giving students the opportunity to ask questions in teaching is of great help to cultivate students' autonomous learning. Therefore, when I subtly infiltrate the problem consciousness in daily teaching and make students feel that they need to ask "what", "why" and "how" in individual activities, their thinking can really start. I usually cultivate students' awareness of questioning from the following aspects:

1. Only by strengthening the communication between teachers and students and creating a good relationship between teachers and students and a good sense of cooperation can we create an active classroom atmosphere and provide a suitable environment for the cultivation of problem awareness.

2. Guided observation can enrich students' perceptual experience, develop students' intuitive thinking, and provide the necessary knowledge and ability foundation for the cultivation of students' problem consciousness.

3. Carefully create problem situations in teaching, hide problems in situations, stimulate children's keen interest in exploration and research, encourage students to question and ask difficult questions, and provide scientific thinking methods for cultivating students' problem consciousness.

Second, create an environment to provide students with a sense of psychological security, cultivate students' interest in asking questions, and make students want to "doubt" and "ask"

(A), first of all, to create a relaxed, harmonious, safe and independent psychological environment for students, to eliminate students' nervousness.

Bruner, a famous American psychologist, said: "Learners should not be passive recipients of information, but active participants in the process of knowledge acquisition." The acquisition of any knowledge can only be transformed into students' own knowledge through students' active participation and independent exploration. Only through students' active participation and independent exploration can students find problems and problems in their study and exploration, and they have the desire to find problems urgently. At this time, the students are eager to ask their questions. Therefore, teachers should actively create an active teaching environment according to students' knowledge level and practical experience. Teaching process is the process of emotional communication between teachers and students. Zankov pointed out in "Conversation with Teachers": "If an atmosphere of heart-to-heart exchange of ideas can be created in the class, children can bring their impressions, feelings, doubts and questions to the class and have a free conversation." Students are afraid to ask questions in class, mainly because they are worried. Many students are worried: If my question is wrong or others understand it, will my classmates laugh? If I can't even answer the teacher's questions, I'll make a fool of myself and embarrass the teacher. Will the teacher criticize me? Will my question upset the teacher's thinking and be blamed by the teacher? These psychology imprison students and make them afraid to ask questions. In the end, students can undoubtedly ask questions. Therefore, to cultivate students' questioning ability, teachers must do the following:

1, respect the personality of students. Teachers should put down the authoritative shelf of "showing dignity as a teacher", not only encourage students to ask questions, but also protect students' self-esteem, self-confidence and enthusiasm, resolutely oppose reprimanding and mocking students, and never corporal punishment or corporal punishment in disguised form.

2. Enhance feelings and friendship with students. Teachers should influence students with smiling faces, expectant eyes, kind words and full passion, get close to students, study and discuss with them, and become organizers, participants and researchers of learning activities, thus eliminating students' fears and barriers.

3. Respect students' questions. Teachers should encourage students to be unconventional, ask questions to the end, be willing to listen to students' different opinions, and suspend criticism of students' opinions, especially not to criticize and accuse students' strange ideas, so that students can dare to ask questions and take the initiative in a free and safe psychological atmosphere.

4. Change the tendency of classroom teaching to place too much emphasis on organization and order. Teachers should give students a certain degree of freedom, allow students to ask questions that are "off topic", "out of line" or even "wrong", and then guide them into the topic.

5. Protect students' "whimsy" and unique opinions and encourage students to ask questions.

Li Zhengdao, a famous physicist, once said, "When you encounter a problem, you should dare to ask why. The terrible thing is that you can't ask questions and take the first step. " Perhaps students' "childlike innocence" and "whimsy" are the first step for students. Therefore, we teachers should fully carry forward democracy, respect protection, understand students' "blind obedience mistakes", so that every student can speak freely and show it bravely in front of teachers. Dare to be "whimsical" and dare to question, which shows that students are engaged in learning.

(2) create a good learning environment, cultivate students' interest in asking questions, and make students want to "doubt" and "ask"

Einstein also said: "Interest is the best teacher". Interest is the forerunner of knowledge. Aristotle said, "Thinking begins with doubt and surprise." In other words, asking questions is the fuse of thinking and the internal driving force of students' learning, which can change students' thirst for knowledge from a potential state to an active state. When students are interested in something, they will explore it independently, actively and persistently. Only when students have a strong interest in learning can they be tireless and concentrate on the realm of knowledge. Therefore, making students interested in learning problems is the premise of promoting students' active development and building self-confidence. Usually, teachers should go deep into students, specifically understand their cognitive characteristics and ways of thinking, find out their thoughts and pulse, increase students' questioning space according to the situation, and adopt rich learning forms to let them find while playing, thus stimulating students' interest in asking questions.

For example, before class, I often spare about three minutes for students to show themselves. First of all, a student who "believes he can do it" went to the podium and asked other students to ask him three questions about what he learned in the last class at will. If the answers to the three questions pass, he has the right to ask the class three questions. Whoever is stumped must perform a program for the whole class. Through such activities, students should be exposed to the problem situation, not only dare to ask questions, but also be good at asking questions, so as to ensure that every student has the opportunity to ask questions, cultivate the enthusiasm of students to ask questions, and thus stimulate their interest in asking questions. In order to improve the quality of questioning, at the end of each class, I will announce the teaching content and preview focus of the next class, and ask students to design questions well. Because wonderful questions can be "presented" on the podium, which provides students with an opportunity for self-expression and self-appreciation. My lectures can also directly hit the key and difficult points of teaching and reduce "useless work".

Third, teach students how to ask questions and train them to "ask"

"Give people fish, just for food, and give people fish, and they will be used for life." In order to make students curious, we must "give people fish". If the influence of environment can stimulate students' consciousness and courage to ask questions, it doesn't mean they can ask questions. Then the correct questioning method is the key for students to acquire knowledge in questioning. How can we really master the correct method of asking questions? I summed up the following methods in teaching:

(a), looking for problems in the topic.

As the saying goes, "A good composition is half the battle." For our Chinese teacher, "the topic is the eye of the article." Topic is an important resource of teaching materials, and it is also the hidden place of many problems. After students come into contact with the topic, asking students to ask some questions from the topic can not only cultivate students' courage and ability to ask questions, but also form a good habit of asking questions, which becomes the internal motivation to activate students' learning, and then scrutinize the topic, which is conducive to improving the grasp of the center and structure of the article. You can set suspense at the beginning of the class, which can attract students' desire for further study, let students read with their own questions, let their brains actively rotate around the topic and stimulate their motivation to learn. Students' autonomous learning ability has been cultivated.

For example, after the students came into contact with the topic "Great Wall", the teacher began to doubt: "What did you think of after reading this topic? What else do you want to know? " This situation not only makes students think positively, but also raises many valuable questions: "How long is the Great Wall? What material is the Great Wall made of? Why is the Great Wall a miracle in the history of the world? ..... "and found a breakthrough for the next step of teaching, so that students can further understand the key points that should be grasped when asking questions.

(2) Looking for problems in the classroom.

"If you read a book a hundred times, you will understand its meaning." Through the deduction of questions, students have an interest in reading. At this time, let them read it again and again with questions, read it well, understand it well, read the key points and read the emotions. On the one hand, it helps them solve their doubts in reading, and on the other hand, it lays the foundation for new problems. When the students really read in place and the questions arising from the problems are solved, the teacher will provide them with new opportunities to ask questions again, and guide them to ask questions from multiple angles, or from the key content of the text, or from the use of language, or from the difficulties of the text, or from the characteristics of people and things.

For example, when teaching crickets in the house, the class seems to be "orderly" and so calm. So I inspired the students: "Do you have any questions about the sentences in the text?" "Why do you say it won't let go?" "Why is the cricket house a great project?" These problems have found an outlet for solving the difficulties of this course, and also stimulated students' desire to continue their in-depth study.

(3) Find questions at the end of class.

Through questioning and solving doubts in class, students have a better grasp of the content of the text and have an emotional connection with the author. On this basis, let students ask questions, ask difficult questions, and sort out and summarize more valuable questions, so that questions after class can play a greater role in teaching. You can take the blank left in the article as the starting point to guide students to ask open questions.

For example, after learning the article "The Poor", the teacher can guide the students to the blank left by the article: "After Sang Na opened the curtain ..." At this time, the students' thinking will spark again in generate: "What will the life of the Sanna family be like in the future? I want to make a prediction. " In such a problem situation, students can fully mobilize some of their own experience, boldly imagine and speculate, so as to cultivate their innovative consciousness and spirit.

(4) Ask questions about the illustrations in the book.

Nowadays, all the textbooks are illustrated with pictures and texts, and the illustrations are intuitive, which is very helpful for students to understand the text. However, we often ignore this point in teaching. It should also be an important part of teaching to guide students to grasp the characteristics, observe the illustrations in a certain order, and find problems from the illustrations through observation and thinking.

(5) Cultivate students' ability and improve the quality of students' questions.

On the surface, questioning is an activity, which is essentially the embodiment of students' learning quality and learning ability. The process of students' questioning is actually a process of initial perception and overall grasp of what they have learned, which is bound to be accompanied by thinking activities such as analysis, synthesis, comparative induction and deductive reasoning. Cultivating students' questioning ability is to cultivate students' autonomous learning ability and creative ability. This is of great significance to students' lifelong development.

1. Teachers' demonstration and guidance are the basis for students to "ask questions".

"Asking questions" is a means of classroom teaching. If used properly, it plays an important role in reviewing old knowledge, introducing new lessons, understanding and applying knowledge, enlightening wisdom and improving ability. "Questioning" includes two aspects, one is teachers' questioning, the other is students' questioning, and teachers play a leading role. We should skillfully design our teaching process into a creative thinking mode of "constantly asking questions and constantly solving problems". Only teachers are good at questioning, questioning and solving doubts can effectively improve students' ability to find, ask and solve problems. We see that many excellent teaching plans are designed with "asking questions" as the clue. When students get used to this problem-based teaching, they will have the consciousness of "asking questions" and he will get used to "asking questions". Teachers teach by asking questions, and students will gradually learn to learn by asking questions. Under this subtle influence, students' questioning consciousness is formed and their questioning ability is improved.

2. Organizing and guiding students to delve into textbooks is conducive to asking questions.

Textbooks are the most direct materials for students. Teachers can guide students to find questions from books and ask this unit what are the key and difficult points of this lesson; Through training, the focus gradually shifts to students who can ask these questions themselves.

3. Encourage students to doubt, dare to doubt teachers, dare to doubt textbooks, and dare to doubt things and things that they think are problematic.

During the home visit, I heard many parents complain: children think the teacher's words are 100% correct, and our parents don't listen to the correct words. It is our education that leads to this result, so our teachers should put aside the cloak of dignity and establish a new image of "understanding and willing to communicate", so that students will gradually dare to ask questions from their teachers. Teachers should always make students feel that they can question or criticize teachers when dealing with teaching materials and teaching contents, which is of great significance to cultivate students' diligence, courage to challenge authority, courage to explore and pursue truth.

Fourth, teachers' own professional knowledge and extracurricular knowledge should be extensive.

In today's information-developed era, students can learn all kinds of new knowledge through various media, many of which are of course their answers and guides. This requires teachers not only to have solid basic theoretical knowledge, but also to read widely, often contact with various media, and widely understand humanities and social news information, including political current affairs, sports news, entertainment news and so on. Only when teachers have a common language with students can they better educate and guide students.

Doubt is the need of learning, the beginning of thinking and the foundation of creation. Asking questions is a manifestation of children's positive thinking. In combination with Chinese teaching, students are encouraged to ask more questions and form a good habit of asking questions. However, the formation of any habit can not be separated from consistent persistence, and it needs perseverance to cultivate students' good habit of asking questions. We should be intimate friends of children, fully understand the significance of the formation of children's good questioning habits to their continuous development, tap all available resources, open up a good questioning space for children, and let questions accompany children to grow up rapidly. As Ye Shengtao said, "Take the initiative to seek knowledge and practice in class, and don't just sit and listen to the teacher." Only by letting students learn by their own abilities and study independently can they learn to survive and form a sound personality with independent self-esteem. This is exactly what our new curriculum standard advocates and pursues. Only by constantly inspiring students to ask questions can we keep forging ahead and cultivate innovative talents in the new century.

Reference: Yang Shuping. Cultivate problem consciousness and improve innovation ability [J]. Educational theory and practice. 1999 (7)