Cultivating students' interest in asking questions, stimulating students' positive thinking, and thus cultivating students' exploration spirit and creativity in mathematics teaching in primary schools is the fundamental purpose of comprehensively implementing quality education. Let students ask and solve their own problems, which is the basic point for students to learn vividly and master learning methods. Only when students dare to question and are good at questioning can they master the method of autonomous learning and further cultivate their learning ability. How to cultivate pupils' questioning consciousness and ability? Let me talk about some superficial views in my teaching.

First, eliminate students' psychological barriers, enhance self-confidence and let students dare to ask questions.

For a long time, influenced by the traditional educational concept, teachers only pay attention to students' knowledge formation skills in teaching, and adopt the classroom teaching mode of teachers asking questions and students responding, which suppresses students' inquiry nature and leads to many students' lack of initiative in thinking, making their thinking in an inert convergence state. For a long time, some students were afraid of being laughed at by their classmates and questioned whether they could ask questions. In view of these phenomena, teachers should first create a relaxed and harmonious teaching atmosphere, eliminate the tension and anxiety in the classroom, establish a democratic and equal relationship between teachers and students, encourage students to dare to ask questions and ask difficult questions, and gradually change the single classroom teaching mode in which teachers ask questions and students answer them, from "learning to answer" to "learning to answer". Once a student reports a problem, regardless of the quality, the teacher should give affirmation and praise in time and make a reasonable evaluation. Teachers should treat students' questions, especially those with thinking value, as precious gifts, so that students can have a sense of accomplishment and self-satisfaction, thus triggering students to dare to ask questions in a relaxed and happy atmosphere. Secondly, we should enhance students' self-confidence and willpower and make them believe that they will ask questions. Teachers should always inspire and induce them to actively explore and express their independent opinions. At the beginning, students' questions can't get to the point immediately, so don't rush to success. Let the students start with imitation and ask small questions. For example, after teaching the multiplication formula of 8, the teacher asked, "How did 16 in the formula' 286' come from?" "How did 24 in' March 24th' come from? After the students answered, the teacher asked, "Who can ask a question like the teacher to test everyone?" "Because it can be imitated, the students raised their hands one after another:" How did the 32 of' 48312' come from? How did the 48 of' 6848' come from? In this way, by imitating questions, students can taste the fun of asking questions, enhance their self-confidence, and know that asking questions in class is not the "privilege" of teachers, thus having more courage.

Second, teach questioning methods, cultivate interest in asking questions and make students curious.

"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 "teach them to fish". In class, sometimes the questions raised by students can't grasp the main points, sometimes the questions are too simple to think about, and sometimes they can't be put forward after thinking hard. This requires the guidance of teachers, that is, teachers should teach students how to ask questions and let students know where to start asking questions. For example, guide students to ask questions in the conflict between existing knowledge and non-knowledge, from the meaning, nature and characteristics of new knowledge, from places they never understand, from topics and so on. For example, after teaching "Multiplication with 0 at the end of multiplier" 28×30' and summarizing the multiplication rules with 0 at the end of multiplier, the teacher asked the students what they didn't understand. At this time, a classmate raised his hand: "The multiplier is a two-digit number. Why is it only multiplied once in the calculation process?" This question is the focus of this course, which shows that some students still don't understand. Teachers must grasp this question raised by students, focus on teaching, and let students understand the truth that "multiplying by 0 can be omitted". Another example is teaching "Calculation of Trapezoidal Area". After revealing the topic, the teacher asked: What do you want to know when you see the topic? Students contended and said,' I want to know what is the formula for calculating the trapezoidal area? I wonder if two identical trapezoids can also be spelled into the pattern I have learned. "I want to know whether the derivation process of trapezoidal area calculation formula and triangular area calculation formula is the same?" Then let the students teach themselves textbooks with these questions. In this way, driven by their own questions, students actively think, not only gain the knowledge they are eager to acquire, but also gradually cultivate their interest in asking questions and improve their questioning level.

Third, create a good questioning atmosphere, so that students are willing to ask questions.

The development and cultivation of students' questioning ability depends not only on the basis of knowledge and ability, but also on the setting of question situations. Therefore, teachers should be good at creating novel problem situations according to students' age and psychological characteristics, so that students can be exposed to the situation of "not wanting enough, not saying enough", thus stimulating students' curiosity, improving students' interest in asking questions and making students' thinking active. The state of happily acquiring knowledge. Moreover, teachers should take guiding students to ask questions as an essential part of classroom teaching and ensure that there is a certain time for students to ask questions. No matter what questions students ask, teachers should actively encourage and guide them, create a good atmosphere for students to ask questions and ask difficult questions, so that students can consciously ask questions in school and middle school. For example, when teaching "the meaning of fractions", in order to deepen students' understanding of the unit "L", let students take out their own ropes. Fold its 1/3, and let the students at the same table compare the folded length. When the students were short, I asked, "Is there a problem?" At this time, a classmate asked, "What you folded out is the string of 1/3. Why are the lengths different? " I praised this classmate for asking a good question, and asked the students to straighten their own ropes and compare them. It is concluded that the length of the rope each person carries is different, the unit "1" is not equal, and its 1/3 is not equal. In this way, students can find problems by themselves, ask questions and then solve them, and get a successful experience from them, so that students are willing to ask questions.

In a word, it is very important to cultivate students' problem consciousness and ability, and there are many ways to cultivate them. The key is that teachers should update their teaching concepts and optimize their teaching methods. Provide students with a variety of opportunities for observation, operation, thinking and language expression, encourage and guide students to learn independently, and guide students to actively participate in the whole process of learning. Let students feel that they have problems to think about, ask and discuss what they have learned, and strengthen training step by step, so as to continuously improve students' questioning consciousness and ability.