Mathematics curriculum standard (revised edition) attaches great importance to the problem raising in mathematics learning. Because of this, it clearly pointed out: "In view of the problem scenario, let students think independently or cooperate with others with their own knowledge and life experience, experience the whole process of finding, asking, analyzing and solving problems, and understand the relationship between various parts of mathematics, mathematics and real life, and other disciplines, so as to stimulate students' interest in learning mathematics and deepen their interest in what they have learned. It can be said that the problem is directly related to the quality of mathematics learning. The quality of questions raised is high, and the effect of mathematics learning is good; On the contrary, the effect of mathematics learning is poor. Therefore, primary school mathematics teachers should seriously study the spirit of new curriculum standards, follow the outline of curriculum reform, actively change teaching concepts, be good at skillfully creating problem situations in classroom teaching, and guide them to actively participate in the whole teaching process.
Limited by the comprehensive factors of primary school students' age, knowledge, experience and ability level, it is unrealistic to ask them to teach themselves and ask very high-quality questions in math class. Primary school students ask high-quality math questions, which requires long-term hard training of math teachers. Teachers should comprehensively consider the age characteristics of primary school students and give targeted guidance when cultivating their awareness of mathematical problems. In particular, we should make full use of classroom learning positions and skillfully cultivate their problem consciousness by creating problem situations.
So, how can we better create the problem situation of primary school students' mathematics classroom?
First, the problem situation should be life-oriented
"Mathematics Curriculum Standard" puts forward such a requirement on the relationship between teaching and life: "The basic starting point of mathematics curriculum in compulsory education stage is to promote students' all-round, sustained and harmonious development ... It emphasizes that students can experience the process of abstracting practical problems into mathematical models and explaining and applying them ..." The requirements of "Mathematics Curriculum Standard" are specific and clear, requiring primary school mathematics teachers to consider mathematics and more content when dealing with teaching content. It is conceivable that the learning content is far from the actual life of students, and students lack corresponding life experience or experience. How can we ask them to have a strong interest in learning? On the contrary, if the learning content is full of life and even has regional characteristics, students will certainly be interested in learning.
Mathematics learning content should be as lively as possible. Similarly, primary school math teachers should try their best to survive when creating problem situations. Only in this way can we better arouse primary school students' interest in inquiry. For example, when teaching the applied problem of "distance", if we still use "a car ... B car ...", students' reaction will definitely be cold and their interest in learning will not be high. However, if we change the way of asking questions and let students solve the problems of face-to-face, meeting and chasing in the daily life scene of commuting from home to school by bike, students will be full of enthusiasm for generate and the learning effect will naturally be good.
Second, pay attention to the generation of classroom presupposition.
It is very important to attach importance to classroom presupposition and generation if classroom teaching wants to have quality. Whether it is the teacher's presupposition or the students' autonomy, cooperation and exploration in the classroom, most of them end with questions. Therefore, primary school math teachers should pay more attention to students' learning reality and consider the class situation and learning situation when designing learning difficulties in the class. In the process of organizing teaching, we should pay attention to the monitoring of students' learning process, collect and summarize the problems in students' learning process, provide the correct direction for the next stage of learning, and achieve "from students to students". It is particularly important to note that in the process of students' learning, there may be meaningful and high-quality problems, but due to their own knowledge and ability, they cannot express or summarize these problems at a higher level. If the teacher doesn't pay attention at this time, it will let the opportunity of learning and discussion slip away. Therefore, when necessary, teachers should help students deal with classroom generation.
The problems that students have in class are often some concepts, theorems or formulas, and they are often abstract categories. In order to make these problems in class better enter the link of cooperative inquiry, we should make these abstract things concrete and live. In this way, students can better establish the relationship between mathematics and life, establish the concept of "from life to life" in mathematics, gradually form mathematical ability in life and cultivate mathematical thinking. For example, when teaching "Calculation method of cuboid surface area", teachers can guide students to solve "How many square meters does the classroom of this course need to draw?" problem In this way, learning has become a concern of students themselves, and the originally boring learning has become interesting learning.
Third, train students to ask questions.
There is no doubt that primary school mathematics teachers should pay attention to cultivating students' problem consciousness in classroom learning. In addition, primary school math teachers should also pay attention to cultivating students' questioning skills. Because only when students' questioning skills are high, learning will be more targeted, the direction of classroom learning will be more accurate and the learning effect will be better. From a certain point of view, if a student's questioning level is high, then the corresponding mathematical ability and mathematical thinking level will be high, and vice versa. Therefore, primary school mathematics teachers should make full use of all aspects of students' questioning and pay attention to cultivating students' questioning skills.
In order to cultivate and improve students' questioning skills, teachers should first teach them some basic methods. For example, encourage them to make bold guesses and find theoretical basis for their guesses and make relevant proofs; For example, teaching students observation and hypothesis, analysis and synthesis, and encouraging them to complete the process of drawing conclusions from conditions. More attention should be paid to perfecting, correcting, supplementing and summarizing the questions raised by students in the process of asking questions. In this way, through overall training and individual guidance, students will master the questioning skills.