Educator Clay P Bedford said, "One day you can teach students a lesson. But if you teach him to learn by stimulating curiosity, he will continue to learn all his life. " Based on teaching practice cases, this paper expounds the importance of cultivating pupils' questioning ability in classroom teaching and several effective ways to cultivate pupils' questioning ability. It is mainly discussed from five aspects: atmosphere creation, theme interpretation, generating resources, key points and life practice. Key words: There seems to be such a rule in the questioning ability of primary and secondary school students in Chinese teaching. The younger a child is, the better he will ask questions. They are full of curiosity about the world. However, with the increase of age, curiosity gradually disappears. Once I went out to class, the teacher said, "The camel closed its nose and eyes." . No one asked, "How can you close your nose?" ? How do camels close their noses? "The classroom goes down step by step, orderly and calm! This is our student, our classroom? In fact, children are the best at asking questions, but now students become numb and become containers of knowledge, mainly because education ignores the cultivation of students' questioning spirit, which is the biggest drawback of Chinese teaching. We need innovative talents, but there is no inquiry without questioning, let alone innovation. Einstein said: Asking a question is often more important than solving a problem, because solving a problem may be just a mathematical or experimental skill. However, putting forward new problems, new possibilities and looking at old problems from a new angle requires creative imagination, which marks the real progress of science. Students often have problems in their minds, which will prompt them to explore, think, listen and solve problems, and learning will become very active, which is the quality that innovative talents must have. Questioning is the initial cause of any creation. We can't stifle children's curiosity in the cradle, but we must really give students the right to ask questions! Based on the practice of Chinese teaching in primary schools in the past two years, I will talk about my efforts and some achievements in this regard. First, create a democratic classroom atmosphere-query Mr. Tao Xingzhi, a soil educator, once said that "only democracy can liberate the creativity of the most people and make the creativity of the most people reach its peak." "Teaching and learning learn from each other", teachers' teaching and students' learning promote each other, especially in the modern society where information is so developed, teachers have no absolute advantage in all aspects. Teachers are not the absolute authority in the classroom. Everyone has equal status, but different roles and different division of labor. Teachers and students should respect each other. Efforts should be made to create a relaxed and democratic classroom atmosphere, open students' minds, let them dare to ask questions, dare to learn, dare to express their opinions, and give them autonomy in learning. However, teachers still have an inertia, thinking that they can always see things more accurately than students, and often interrupt or criticize the "disharmonious" voices in class, which will easily set the teacher-student relationship against each other and affect the classroom atmosphere. Once in class, I asked my classmates to talk about their understanding of the sentence of brother Wright. One classmate's point of view makes me feel incredible. He said, "this sentence shows that no one is perfect and everyone has shortcomings." I immediately said to all my classmates, "Does this sentence mean that everyone has shortcomings?" Do you agree? "Other students followed my words and said they didn't agree. But then I asked who had anything to add. There was silence in the classroom, and no one raised their hands again. In fact, it makes sense to think about that classmate's point of view later. I shouldn't have denied it so simply and rudely in class, which suddenly widened the distance between teachers and students. Now I attach great importance to creating an equal and democratic harmonious relationship between teachers and students in classroom teaching, and respect and listen to students' ideas in class. When I showed the students the towering Huashan Mountain, one student said that he didn't look tall. I asked him to explain why, and then I analyzed with him whether Huashan was high or not. When I asked my students to read the words "bees, horses, polar bears and swallows", I raised my hand all my life and said that he wanted to ask: Is it so cold in the Arctic? Why don't polar bears freeze to death? I agree with his question and let the students help each other to answer it. The students all speak very well. In my class, everyone can express their views, not afraid of making mistakes; Everyone can ask questions, even if it is far from the classroom; Everyone can question and supplement other people's speeches. " Teacher, I want to ask a question ... ""Teacher, I don't agree with XXX ... ""Teacher, I have something to add ... "Such voices abound. My classroom is a democratic classroom, and students really become the masters of learning. Children's nature of asking questions has been aroused, and students really love asking questions and will ask them. Second, the requirements for reading the text for the first time-the starting point of doubt Aristotle, a famous ancient Greek philosopher, said: "Thinking begins with doubt and surprise. "There are always doubts and questions, so that we can always think and innovate. When students come into contact with a strange text for the first time, they have the most problems. Teachers should make full use of this resource to fully enlighten students' thinking and cultivate students' questioning ability at such a key point in learning. At the same time, arousing doubts can also concentrate students' attention and improve their interest in learning; Can inspire thinking and develop intelligence. When senior three students preview the text, I ask them to ask one or two questions next to the text, and then bring them to the classroom for communication. At first, the students were not very good at asking questions. Some questions are too simple, others are too irrelevant. Slowly, through communication, evaluation and guidance, students' questions become more and more profound and have more and more thinking value. For example, in the class of Ideal Kite, my students asked the following questions: 1. Is it redundant to write the second paragraph? 2. Why do students feel sour? 3. Why do you say that the merits of a round stick are boundless? 4. Why did Mr. Liu deliberately throw away the kite and chase it himself? 5. Why does the author call kites "ideal kites"? 6. What was Mr. Liu's mood when he sent the kite to the sky? ..... In the classroom, students study with questions, read aloud, produce wonderful and original opinions, and the classroom effect is remarkable. When I was a freshman, I also started with the topic. Let the students talk about what problems you have after reading the topic. The students spoke enthusiastically and asked many questions. One wonderful generation asked, "Why write ants and slugs, but not the other two animals?"? "Another life immediately described another story, also an ant and a slug. The theme is similar to this article. The students listened with relish and became more interested in this lesson. Third, the effective use of generated resources-the key to questioning begins with thinking and ends with doubt. The ancients said, "Learning is expensive and doubtful, but learning is bound to be doubtful. "Doubt is the source of thinking, and thinking is the foundation of wisdom. Constantly discovering and asking questions is a manifestation of one's active thinking, diligent thinking and good thinking. The process of finding and asking questions is actually a process of positive thinking. Advocating asking more questions can cultivate students' creative spirit and critical spirit, without being superstitious about books and teachers' daring to say and think. Teachers should actively guide and encourage students to spread the wings of imagination, dare to doubt, dare to ask questions and dare to refute, and give full play to students' innovative potential. In classroom teaching, the generation of students outside the teacher's preset often flashes the spark of students' thinking. If teachers can effectively grasp this resource for guidance, it will often bring wonderful teaching. When I was in "I am Shenzhou", I introduced it with the story of "the Goddess Chang'e flying to the moon". As soon as the story is finished, I have been asking all my life: "Teacher, how did the Jade Rabbit around Chang 'e get to heaven?" I said, "Let's look for this problem from the text. Let's listen to the tape. "But as soon as the recording was over, the classmate cried again." Teacher, there is no mention of Jade Rabbit in the text. " Other students also echoed. It is good for students to ask questions. Why can't they spend some time on this problem? Besides, there are jade rabbits in the illustrations, but not in the text, so it is normal to ask questions. So I will let the children use their imagination and talk about what the Jade Rabbit is like. The exchange was extremely enthusiastic, and many ingenious ideas emerged. The Jade Rabbit was raised by Chang 'e on earth. When Chang 'e went to heaven, she took it with her. ""Jade Rabbit likes Chang 'e, so she went to her side. " "Jade Rabbit came out to play one day, went to the Moon Palace and never went back." "Jade rabbit is a fairy rabbit in the sky. One day, Chang 'e and Marshal Tian Peng went to play on earth. Tian Peng Yuan Shuai chased Yutu, and Yutu fled to Chang 'e. "The children speak better than anyone else, and the class is wonderful. We should be kind to students' questions. Some questions seem boring or irrelevant. It makes sense to think about them carefully. We should never easily dampen the enthusiasm of children. Protect their "whimsy", so that their thinking will become more and more active and there will be more and more problems. Fourth, grasp the key points of the text to ask questions-the way to ask questions Every text has its soul, or what we call the key points and difficulties. If students' understanding and perception can break through this point, teaching will be successful. If teachers can grasp this key point in teaching and let students ask questions, they can effectively improve students' questioning ability and level, and at the same time enable students to understand the text more deeply. For example, in the teaching of "The Best Path", students learned that "although the vineyard owners worked hard and shouted at the roadside, few people stopped to buy; Old people can't control it, let tourists choose for themselves. As a result, they were the first to sell out. " After these two phenomena, students can ask: "Why are these two different phenomena? What caused these two seemingly unreasonable phenomena? " . Students can learn and experience more deeply from this, and finally understand the value of "giving people freedom of choice". When I was teaching the story of the swan, a student stood up and said confidently, "I think this old swan is so stupid." Why did it do this? It may die! " This question is beyond my expectation, but it is very real when I think about it, because it is a very popular idea and a key problem to understand the behavior of the old swan. I didn't refuse hastily, but guided the students to understand whether ordinary people would really do it. However, a few "heroes" often play the leading role in special scenes. Their courage of sacrifice and indomitable spirit often infected a large number of people around them and threw themselves into the battle at that time. The old swan was such a hero in the predicament at that time. This interpretation makes students understand the "heroic image" of the "old swan" more truly and in place. This problem was born by students, but later I felt that in this key place, we should create such a contradictory problem situation to promote students' questioning and thinking, and finally deepen the interpretation of the text through the resolution of contradictions. V. Combining students' life practice-the source of doubt Chinese learning is inseparable from life practice, and Chinese learning will always serve life. The authenticity and extensiveness of life will give birth to more students' interest in learning and more questions and explorations. The new curriculum standard puts forward: "Students should actively find and explore problems in activities." In class, I often contact with students' real life, discuss teaching, ask questions, express my views and solve problems. It is a timely and creative use of some vivid examples in life practice. Before a class, I just walked to the door of the classroom when I heard the noise. As soon as the children saw me, they reported to me who had eaten the ants and who had eaten a few ants ... small eyes and small face were shining. So I took advantage of the situation and chatted with them about ants in a relaxed tone. I first let the students who dare to eat ants stand up and talk about their feelings after eating them, then ask them what they think of eating ants, and then ask them what else they know about ants. Do you have any questions? Students are extremely active in thinking and good at communication. Asked a lot of questions: do ants eat or not? Can ants move when they eat in their stomachs? What do ants use to talk to their friends? Finally, let the students write down what they have just exchanged or haven't had time to say. There is no doubt that this writing is successful. In writing, there are more questions: "How do ants eat? Why are ants so small? Are all ants so small? " "Why can ants eat? What do ants like to eat? Where is the ant's home? " "When it rains, ants will go to the hole. If it can't find a home, it will hide in the corner. Do you know why it is hiding in the corner? " This shows that students' thinking is so open, smart and imaginative! Students leave the classroom with more questions, which keeps their curiosity about the world and provides a source of motivation for exploring the world in the future. Suhomlinski pointed out: "When a young man finds many' whys' not as an indifferent bystander, but as a laborer, and finds the answers through thinking, he will have independent thinking like a spark burning into a flame." Therefore, no matter which subject we are teachers, we should put the curiosity of students to explore new knowledge in the first place and strive to cultivate students' questioning ability and level through various channels.