As the old saying goes, learning is expensive and there are doubts, small doubts and small progress, big doubts and great progress. Doubt is the key to learning. Only students can be sensitive to doubt, dare to question and dare to solve doubts, will there be the possibility of innovation. And our "teaching process" is an activity of constantly asking questions and solving problems. China's "Mathematics Curriculum Standard" clearly points out: "It is necessary to train students to obtain relevant mathematical information from real life, ask questions from the perspective of mathematics, understand problems, comprehensively apply the knowledge and skills they have learned to solve problems, and develop their application consciousness." Therefore, cultivating students' ability to ask questions is not only the need of mathematics learning, but also the need of students' lifelong development, because asking questions is more important than solving problems, which is only technical work, and asking questions requires critical thinking, creativity and imagination, which is a higher realm of thinking activities. However, students' questioning ability is not born, and its formation and improvement largely depend on the cultivation and guidance of teachers. In teaching, how can we better cultivate students' questioning ability? I think:

First, create a good questioning atmosphere.

1. Establish a harmonious relationship between teachers and students, and let students dare to ask questions.

In mathematics teaching, teachers should create a democratic, free and harmonious teaching atmosphere and establish an equal teacher-student relationship with students. Teachers should respect and care for students, encourage students to dare to challenge authority and books, dare to express different opinions or criticisms, treat every student who asks questions with an equal attitude, welcome every student who asks questions with a kind smile, and tolerate every "naive" question with a generous mind. Never satirize students, because satire will seriously dampen students' enthusiasm for learning, hurt their hearts and make them feel afraid, even if they have questions. In the long run, students simply don't have the habit of asking questions.

Secondly, in class, some students, especially underachievers, are afraid to ask questions, because they are afraid that their questions are not in the knowledge points and will be laughed at by their classmates. In teaching, teachers should let students learn to respect others, let students affirm the courage of others to ask questions, and encourage other students to learn from students who ask questions.

2. Create a good questioning situation for students to ask.

Problems arise from situations, and good problem situations can stimulate students' strong sense of problems and motivation to explore, and trigger students' positive thinking. Only appropriate problem situations can make students think seriously and stimulate their interest in learning. In teaching, teachers must carefully design certain environmental conditions to make students feel an urgent problem in mathematics, cause emotional conflicts among students and cause cognitive disharmony, thus arousing students' curiosity and inspiring students to ask questions. Mathematics is not as vivid as Chinese or other subjects. When creating problem situations, teachers can use slides, multimedia or visual teaching AIDS to make boring problems interesting, abstract problems concrete, image problems intuitive, static problems dynamic and so on. Through these, students' learning motivation is constantly stimulated and students want to ask heartfelt questions.

Second, teach students how to find math problems.

To let students learn to ask questions, we should not only create a good atmosphere for asking questions, but also learn to find problems. Only when students master the basic thinking method of finding problems can they see the anomalies from the ordinary and find the special from the ordinary, so as to constantly find problems and then ask questions.

Mathematics learning has the function of connecting the past with the future. In teaching, teachers can guide students to find problems in the connection between old and new knowledge.

1, guide students to find problems by looking for similarities and differences between old and new knowledge.

There are similarities and differences between the old and new knowledge. Careful observation will reveal the problem. For example, in the calculation of division, we always learn that the divisor is an integer, and then learn that the divisor is a decimal. In the teaching process, teachers can guide students to observe the division formulas with integer divisor and decimal divisor respectively, and let them find out the similarities and differences of these formulas, so that students can find out where the division with decimal divisor is new than the division with integer divisor.

2. Guide students to find problems from the contradiction between existing knowledge and new knowledge.

When students encounter a new problem, they always use their existing knowledge and experience to solve it. Teachers can guide students to think when the existing knowledge and experience can't solve a problem or it is complicated. Is there a new way to solve it? What is the new way?

3. Guide students to find problems in the extension of knowledge.

Mathematics textbooks are relatively thin, and the examples and knowledge points in the textbooks are highly concentrated, but mathematics knowledge can never be learned, and many knowledge are much more difficult than the examples in the textbooks. It will be more complicated or even impossible to solve the problem by the method introduced in the textbook. In teaching, teachers should guide students to know and discover the deepening and application of new knowledge in time, and urge students to deepen their understanding and mastery of knowledge. When students are doing problems, teachers can guide students to observe why teachers can work out some extended problems or some difficult problems so quickly. In this way, students can find out special ways to solve such problems.

Third, teach students how to ask questions.

To cultivate students' questioning ability, we should not only make students want to ask and dare to ask, but also let them know where to ask and how to ask. In teaching, some students ask superficial questions, which are difficult to involve valuable content, or ask many questions unrelated to the learning content. The answer to the question is clear at a glance, without any calculation, especially in the lower grades of primary school. The answers to some questions can be directly counted, and the answers to many questions are uncertain. For example, students in the lower grades of primary school often ask, "How many leaves are there on the tree?" .

Teaching students how to ask questions is very important to cultivate their questioning ability. A good method is half the battle. In mathematics teaching, "teaching people to fish" is not as good as "teaching people to fish". Only when students master the method of asking questions can they ask good questions and ask valuable questions.

1, teaching students to ask questions from real life.

Mathematics is a natural subject, which is closely related to life and production. Many problems in life need mathematical knowledge. Teachers should guide students to observe, understand and know more about life and production, and ask questions from them, such as "the problem of saving materials and the cost of making an object" and so on. Teachers teach with practical problems as the background, and solve these practical problems with their learned mathematical knowledge, which can not only stimulate students' interest, make them feel the importance of mathematical knowledge, but also cultivate students' ability to ask questions.

2. Teach students to ask questions in the process of solving problems.

Solving problems is an important aspect of learning mathematics. If you simply do the problem, don't think, don't ask questions, the effect is not good. In the process of mathematics teaching, guide students to think more and ask questions from the topic when doing the problem. For example, when examining questions, they can ask: What are the conditions in the questions? Ask for what? What is missing? What knowledge or theorems and formulas should be used to solve problems? When solving a problem, you can ask: What is the solution to this problem? What formulas can be obtained according to the conditions? How to solve the problem. After you finish the problem, you can ask: Did I check the results? Is there any other solution to this problem? At the beginning of teaching, students may not have the habit of asking questions like this. Teachers can let students imitate first, and gradually develop the habit of asking questions in the process of imitation.

3. Teach students to ask questions from comparison.

Contrast is a common method in learning mathematics, which can deepen the impression and understanding of questions, and it is also the most direct and effective method for students to ask questions, because "questions" arise from "doubts", "doubts" arise from "differences" and "differences" arise from "comparisons".

A lot of mathematical knowledge is similar and can be compared, but the effect of comparison varies from person to person, depending on the questions raised. Only by being good at finding problems from comparison and grasping the key points for analysis and induction can we achieve good results. For example, when a teacher was teaching the properties of geometric series, he first reviewed and asked arithmetic progression's properties, and then asked the students to study the properties of geometric series against arithmetic progression's properties. From the comparison, the students asked, "Is the new series composed of odd or even terms in geometric series also a geometric series?" "Is the sum of the medium and long continuous line segments in geometric progression also geometric progression?" In this way, the teacher not only enhances students' confidence in asking questions, but also enables students to master the methods of asking questions.

4. Teach students to ask questions from textbooks.

As the saying goes: "Starting from a person's primitive religion, never change it", in the teaching process, teachers should guide students to master the knowledge in textbooks and pay attention to "double basics". Double-base training is the necessary premise and foundation for the generation and cultivation of students' problem consciousness. Only when we have a solid foundation can we better find and ask questions. At the same time, teachers should also guide students to study the textbooks themselves, because there are many places where questions can be raised, especially the textbooks of the new curriculum, which are illustrated and illustrated, and often present practical problems in various forms such as pictures, dialogues, words and tables. As long as students study the textbooks carefully and filter the information according to their needs, they can find and ask mathematical questions.

Secondly, every chapter and section of the textbook has its difficulties, and every concept and formula has its meaning and scope of application. Teachers can guide students to ask questions when learning textbooks: What are the key and difficult points of this chapter and section? What does this concept, formula and theorem mean? What are the conditions? How this formula should be applied and so on. Over time, when students open their textbooks, they will ask many valuable math questions according to the contents of the textbooks.

Of course, there are many ways to guide students to ask questions in mathematics teaching. The above is just my personal opinion. I hope to get the guidance of leaders and colleagues.