Question consciousness has an important influence on a person's growth and development. However, for a long time, due to the constraints of traditional textbooks, the troubles of exam-oriented education and the containment of teachers' teaching, students' awareness of questions is too weak to ask or dare to ask, and their learning is in a "zero-question state" or "weak-question state", which is manifested in: ① lack of criticism, doubt and superstitious authority. ② Strong ability to solve problems, poor ability to find problems and ask questions. ③ Asking questions stays at the level where teachers ask questions and students answer them. In view of the above phenomenon, our school has timely carried out the strategy research of cultivating primary school students' problem consciousness and promoting creative learning. Not long ago, Professor Mai Zhiqiang of South China Normal University held a school-based training in our school, which clearly pointed out that this subject must carry out the following three goals: first, stimulate students' curiosity and thirst for knowledge, and cultivate students' problem consciousness; The second is to cultivate students' sensitivity in finding problems and stimulate their initiative in learning; The third is to help students master the methods of asking questions and improve their ability to solve problems. Mathematics teaching under the new curriculum is a process of creating appropriate problem scenarios, giving full play to students' subjective consciousness of independent participation and active inquiry under the problem scenarios, and guiding students to discover problems, ask questions, solve problems, ask new questions and then solve new problems. This process is a process in which students learn mathematics with problems as the main line, master the necessary mathematical knowledge, and improve their skills and abilities in the process of interaction, thus forming a good mathematical quality to adapt to the future society. "Mathematics Curriculum Standard" also points out in "Overall Goal of Mathematics Curriculum": "Initially learn to ask questions and understand problems from the perspective of mathematics, and be able to comprehensively apply the knowledge and skills learned to solve problems and develop application consciousness." At the same time, it is pointed out: "The goals of knowledge and skills, mathematical thinking, problem solving, emotion and attitude are a closely related organic whole, which plays a very important role in human development. To achieve the organic combination of the above goals and fully cultivate students' ability to solve problems, it is inseparable from cultivating students' problem awareness. "

What is problem consciousness?

The so-called problem consciousness means that the problem becomes the object of students' perception and thinking, thus forming an unresolved but necessary knowledge state in students' minds. Question consciousness can stimulate students' strong desire to learn, which is an important psychological factor for students to learn and a prerequisite and condition for solving problems. Einstein once said, "Finding problems and explaining them systematically may be more important than getting answers."

Mr. Tao Xingzhi, a modern educator, specially wrote a poem "All Things Ask": "Invent millions, the starting point is to ask."

It can be seen that the problem is the starting point of scientific research and the key to any science. Without problems, there will be no ideas, methods and understandings to analyze and solve problems. In mathematics teaching, it is of great significance to cultivate students' problem consciousness for cultivating students' thinking ability and cultivating innovative mathematics talents. So, how to cultivate students' problem consciousness in primary school mathematics teaching? I think it is necessary to carry out creative teaching to cultivate students' problem consciousness, and we should start from the following aspects:

First, the change of teachers' concept.

The primary school mathematics curriculum standard points out: "Students are the masters of mathematics learning, and teachers are the organizers, guides and collaborators of mathematics learning". Everything in mathematics curriculum should be centered on the development of students, so students are the "masters" of course.

From the perspective of "subjective teaching", cultivating students' "problem consciousness" and ability means respecting students' subjective status and activating their subjective initiative. Students can't just listen to the teacher when learning mathematics, and "asking questions" can't be simply understood as the teacher asking questions to the students, and the teacher plays an insinuating role; More importantly, students should learn to ask questions, which is the same in the teaching process. Therefore, in mathematics teaching, we should change the traditional teaching mode of teachers' teaching and questioning, and adopt the problem-based teaching mode with students as the main body. That is to say, in order to cultivate students' "problem consciousness", teachers must give way, change their teaching concepts ideologically and change the roles of teachers and students in the classroom. Teachers should change from imparting knowledge to promoting students' development; It is necessary to change from the authoritative position of classroom space to the role of organizer, guide and collaborator in mathematics learning activities. Teachers should be able to communicate with students on an equal footing, believe that each student has certain creative potential and curiosity-induced "problem" potential, and treat each student's questions correctly. Teachers should also learn to listen, dare to face students' questions with a realistic attitude, encourage students to question and ask difficult questions, be whimsical, cherish and cultivate students' curiosity, guide them to bravely ask all kinds of novel math questions, and respect students' personalities and differences. To truly return the classroom to students, teaching should be changed from "knowledge-based" to "student-based", and "teaching students to learn" should be changed to "teaching students to learn", and the classroom should be regarded as an integral part of the life value of teachers and students.

Second, create a democratic atmosphere and cultivate students' interest in asking questions.

In real classroom teaching, many students are still used to teachers asking questions and teachers answering them one by one. Especially some underachievers, even if they have questions, they dare not ask the teacher. Why is this happening? First of all, some teachers worry that students will disrupt the designed teaching procedures and their prestige among students will be challenged. Secondly, some students, especially underachievers, are afraid of being looked down upon by their teachers and classmates, and they don't have enough courage to ask questions. Rogers, an American psychologist, said: "Successful teaching depends on a teacher-student relationship of sincere understanding and trust and a harmonious and safe classroom atmosphere." Therefore, we should actively create a relaxed, free and democratic teaching atmosphere in classroom teaching. Only in this way can we eliminate students' own fears and stimulate their inherent exploration needs.

First of all, teachers should update their teaching concepts and create a democratic atmosphere.

The new curriculum standard of mathematics points out that in mathematics teaching activities, teachers should stimulate students' interest in learning, provide students with opportunities to fully engage in mathematics activities, and help them truly understand and master the basic knowledge and skills of mathematics, mathematical ideas and methods in the process of independent exploration and cooperative communication, so as to gain rich experience in mathematics activities. In teaching, teachers, as organizers, guides and collaborators of learning, should strive to create a democratic and harmonious teaching atmosphere, give full play to students' enthusiasm and initiative in learning, eliminate students' nervousness and make students in a relaxed learning environment. When students feel comfortable, they can quickly enter the best state of learning, be willing to think and dare to question. We teachers should play an equal role with students and change "central teaching" into teacher-student interaction. In class, we teachers should face every student, especially those with learning difficulties, with full enthusiasm and sincere smile, with love and patience, so that they can deeply feel the teacher's love and concern and truly realize that they are the masters of learning. So as to shorten the psychological distance and role distance between students and establish a new type of teacher-student relationship of friendship. In addition, our teachers should also allow students to question "mistakes", which is the premise for students to dare to question.

Secondly, teachers should stimulate students' interest in learning and make questioning a strong domestic demand of students.

Interest is the best motivation for learning. Psychology believes that the motivation of domestic demand is very important, and the center of the motivation of domestic demand is interest. If the questions raised by teachers can create conditions, cultivate and stimulate students' learning motivation and interest, and enhance students' desire to participate in learning activities, they will have the motivation to learn. Therefore, teachers must proceed from the teaching materials and students' psychological characteristics, put forward interesting and enlightening questions in a fascinating and step-by-step manner, and attract students to actively think and answer with scientific, artistic and vivid language.

In view of the psychological characteristics of primary school students' strong thirst for knowledge and curiosity, in classroom teaching, teachers should create some novel and interesting question situations according to the teaching content, so as to arouse students' thirst for knowledge and force them to ask "Why? What is this? How about it? " Interest is the best teacher and the most direct factor that affects students' learning consciousness and enthusiasm. Pupils' interest stems from curiosity. In teaching, we should pay attention to creating interesting problem situations, try our best to attract students' attention to mathematical problem situations, integrate abstract mathematical problems into novel and interesting situations, and explore, solve and master new knowledge with strong interest. For example, before teaching the "Law of Business Invariance", you can tell students the story of the Monkey King using this law to divide peaches for greedy monkeys, and guide students to think: Is the Monkey King smarter or is the little monkey smarter? Telling this story to students before class can create a problem situation well. Why does the Monkey King divide it like this? What rules does it use? This has aroused students' strong thirst for knowledge and curiosity, and they really want to find the answer to the question.

Third, pay attention to guidance and let students ask questions.

Learning to discover and ask questions is the key to learning to innovate. "Learning your doubts, small doubts are small progress, big doubts are big progress, skeptics, and opportunities for consciousness. Some enlightenment, some progress. " Gu Mingyuan, a famous educator, said, "Students who can't ask questions are not good students." The concept of students in modern education requires: "Students can think independently and have the ability to ask questions." To cultivate students' innovative consciousness, we must first cultivate their positive thinking and learn to ask questions. In mathematics teaching activities, teachers should not only be good at asking questions, but also make discoveries and even make innovations. For example, when teaching the course "Angle Measurement" and knowing the protractor, let the students observe the protractor by themselves and ask "What did you find?" "Do you have any questions to ask?" Through observation and thinking, someone said, "Why are there two semi-circular scales?" "What's the use of internal and external scales?" "Is it more convenient to measure with only one scale than with two scales?" "Why is there a central point?" Wait, the students put forward different opinions. When measuring the shape, such as "

V ",some students suggested that it is not necessary to use one side to coincide with the zero scale line of the protractor, just aim at one side of the angle with a whole scale, and then look at the degree between the other side and the first side. In teaching, teachers should not only encourage and guide students to be good at finding problems and dare to express their views and opinions, but also create conditions and provide opportunities for asking questions. Teachers should consciously give students enough time to think, let them understand knowledge, generate all kinds of doubts, and induce students to evaluate the questions raised, so as to improve students' ability to question and ask difficult questions.

In view of the phenomenon that students won't ask, teachers should give appropriate encouragement and praise and analyze it, so that students can understand why this question is a good one. For example, when explaining cases 3 and 4 in pen division with divisor of two digits, the students understand that it is faster to try quotient with divisor (that is, approximate integer ten) first. In view of this method, some students raised such a question: What if the divisor is 25 or 26? Without similar integers, how can we try to negotiate faster? After listening to it, I immediately affirmed that this question was a good question and explained that it was a problem to be solved in the next two sections. This classmate thinks of it now, which shows that he loves thinking very much and his thinking is more advanced. He praised the student for not only understanding and mastering the content of the teacher's speech, but also thinking positively and thinking about its particularity, which shows that he is active in learning, quick in thinking and able to draw inferences from others. I hope his classmates can learn from him. For another example, when talking about one-digit multiplication estimation, some students suggested that when estimating 896×3, the result of estimating 896 into 900 is closer to the exact number, but what if it is 856 instead of 896? It is not accurate to estimate it as 900, which is so much difference. Is it still meaningful? Wait, as long as I ask a good question, I will affirm it, analyze what is good about this question, and gradually guide students to ask questions.

To teach students the methods and skills of asking questions, we should adopt different strategies according to different types of mathematical questions to induce students to ask mathematical questions; Or compare and analyze the existing conclusions, summarize them independently, and ask general questions; Or through observation, analogy, imagination, etc. , asking speculative questions; Or think divergently about the basic problems from multiple angles and aspects, and put forward the extended problems; Or the contradictions in the understanding and application of concepts and properties. , ask rebuttal questions; Or put forward perfect questions about some asymmetric, disharmonious, incomplete and inconsistent factors.

Fourth, give students time and space to ask questions.

When cultivating students' problem consciousness, our teachers should leave time and space for students to ask questions. In traditional teaching, students have no time and space to think for themselves, and have no chance to find problems and ask questions. Therefore, in teaching, we should pay special attention to creating opportunities for students to germinate problems, creating space for problems, and enjoying the happiness of asking and solving problems. For example, when deducing the formula of rectangular area, let students form a rectangle with 12 small squares with the side length of 1 cm, in order to let students intuitively understand how many such area units the rectangular area contains in the operation, and then let students think: "Can you form a larger rectangle with your imagination?" Students with difficulties can discuss in groups of four or with teachers. "After meditation and discussion, students put out various figures (the middle can be empty, only long and wide ...) to let students know more about how many such area units are included in the calculation of rectangular area through imagination, just multiply a few in each row by several rows (that is, multiply the length by the width). In teaching, we should pay attention to guiding students to practice in person and develop self-defense in practice, which is the expansion of individuals and their own life experience; Guide students to communicate with their peers, that is, expand between individuals; Guide students to discuss with teachers, and then teachers and students will start ... This is not to provide conclusive knowledge, but to give students a space to think, ask questions, communicate, practice, explore, think again and ask questions again. Students' expression and communication are more open, which is more conducive to students to boldly ask their own questions and conduct in-depth research. The ancients said, "Learning begins with thinking, and thinking originates from doubt". Psychological research shows that doubt is most likely to cause orientation-inquiry reflex, and with this reflex, thinking will follow. In addition, from the psychological point of view, thirst for knowledge and curiosity are children's nature and the expression of children's thirst for knowledge. Therefore, teachers should make good use of children's nature, teach students how to ask questions, and let students learn to ask valuable and difficult questions in the learning process.

5. "Be kind" to students' questions and answers.

No matter what kind of questions students ask, no matter whether their questions are valuable or not, as long as they are students' real thoughts, teachers should first fully affirm their children's courage to ask questions, and then take effective measures to solve the problems themselves or ask other students to answer them. For innovative questions or original opinions, we should praise him not only for daring to ask questions, but also for being good at asking questions and praising the value of asking questions, so as to guide everyone to learn how to think deeply about problems. Only in this way can students feel greater gains from asking questions, feel safe about asking questions, love asking questions more and more, and ask questions more and more. For students' answers, we should be careful to use habitual evaluations such as "very good", "very good" and "no, no". This evaluation puts too much emphasis on right and wrong. Over time, students' attention will focus on what the teacher wants. We can use a more neutral, acceptable or exploratory assessment as appropriate. For example, "Oh, that's a reasonable idea. Any other ideas? " "That's a good idea. What else can we add? " "Good idea, but how do we know ..." Encourage students to meet their needs and continue their studies.