During my study in Canada, I consciously listened to many classes in different primary and secondary schools and kindergartens and carefully observed their classroom teaching. They left me with a basic impression that the teacher didn't instill a lot of knowledge in the classroom, but tried to fill the children's brains with doubts and let them know that asking questions is often more important than solving them. Instead of asking children to recite a lot of formulas and theorems, they take pains to tell them how to think about problems and how to find answers when facing them. They understand and widely practice this important principle, that is, for people's creative ability, two things are more important than rote learning: first, whether they can ask unique questions and know where to find answers, and second, whether they can comprehensively use what they have learned to make new creations. These two points are exactly what we ignore in education now. In our country, our teachers, parents and students have all adapted to the indoctrination teaching method, and the childhood that should be full of question marks is coming to an end in real education. Why is there such a change? What does this change mean for children? Why is there such a big difference in education between East and West? In fact, it involves the different "problem views" of education in the East and the West, that is to say, there are huge differences in their views on the problem. In this regard, Mr. Yuan Zhenguo had an incisive exposition in the article "Rethinking Science Education": "China's criterion for measuring the success of education is that students with problems have no problems in education and' know everything', so the older the students in China, the higher the grade, the fewer the problems; The standard to measure the success of education in the United States is to educate students who have no problems. It is very successful if teachers can't answer the questions raised by students. Therefore, the higher the grade of American students, the more creative they are, and the more whimsical they will be. "

In daily life, we can easily find that "what" and "why" are two magical words, which are the keys for children to open the door to the treasure house of knowledge-at about one and a half years old, children began the first good question period characterized by "what"-"What is this?" The sky, dirt, birds, and even all the daily necessities at home will become the objects of questioning. When they got a little familiar with what they had seen and heard, they began to get to the bottom of it. It can be seen that children have great potential and are much more inspiring than the current education system. The period of basic education can be a crucial period to promote or stifle children's curiosity. Think about how excited our children are when they first enter school and how deeply they trust their teachers. After a few years, even just a few months or weeks, the sparks in their eyes gradually went out. They are tired of monotonous study and disappointed with the teacher who lacks warmth. In order to "take care of the overall situation", we can only endure it once more, annihilate creativity in "patience" and become passive and indifferent in helplessness. If there is a suitable environment, curiosity will naturally continue to develop, thus further forming a strong thirst for knowledge and curiosity, which is the fundamental foundation of innovative talents. The more satisfied the desire to learn, the higher the potential stimulation. Only when students put all their senses, emotions and wisdom into the learning process can they get the best results.

Where is the clever boy? When the children's question mark turned into a full stop, some educators pointed out sharply that it is a prominent problem that children are unwilling to use their brains now, and there are many reasons for not wanting to use their brains. Our education lacks "time and space" for children to think, and the lack of "homework" to develop children's thinking is a big reason. At the same time, some schools pay attention to the guidance of specific problem solving, but ignore the training of students' thinking methods. In other words, it is also a truth to attach importance to the training of "answer" and ignore the training and guidance of "question". More importantly, our vast number of educators themselves lack awareness of problems, democracy and dialogue to a great extent. In fact, whether for teachers or students, the problem should be the most frequently used words in teaching, and the problem consciousness should be their basic consciousness. Because, the so-called teaching, in the final analysis, is a process in which teachers and students discuss, study and solve problems together. In this process, if students learn how to find, analyze and solve problems, then teachers' "teaching" will achieve results. Not only that, questions can also activate thinking, thinking is activated, and the classroom will never stagnate. Active classroom atmosphere can also make students' thinking in an exciting state, which is conducive to changing mechanical memory into understanding memory and promoting students to move from closed to open and creative. Of course, the questions mentioned here are different from the questions that students ask to answer or explain in homework and exams. They refer to contradictions and problems that must be solved through research and discussion. In other words, the degree of "topic" and "inquiry" here is smaller, but the meaning of "discussion" is stronger.

As the saying goes, "if you don't learn, you can't do it." Learning comes from asking questions, and learning is always closely related to asking questions. We let students learn to learn, that is, learn to ask questions first. Confucius' "asking questions" is the best explanation for the popularization of problem consciousness. Problem consciousness requires that in the face of new knowledge, we should use the acquired knowledge, experience and skills to solve one new problem after another through positive thinking activities. Once there are problems, we can carry out student-centered education and teaching activities around the problems. In addition, problems are the basis of innovation, and innovation begins its life course in the process of putting forward one question after another. For educators, cultivating young students' conscious and strong problem consciousness should be the starting point and center of innovative education. Under the guidance of problem consciousness, "learning from teaching" will be beneficial to the full implementation of quality education. We need to work hard to overcome the disadvantages of traditional education. The practice of replacing students' questions with teachers' questions and depriving students of questions essentially kills the seeds of students' innovation.

What is worth pondering is why we students are not good at asking questions, dare not ask questions and dare not challenge authority. Why does our school only teach "learning to answer" and not "learning"? Why do we use "answers" instead of "questions" in our examination content? Why do our examination evaluation standards only have the standard of "answers" but not the standard of "questions"? Why didn't our education arouse students' interest in asking questions? Instead, it hurts students' interest in "answering" questions? Why does our education not cultivate students' ability to capture and process information, but just memorize information? Why doesn't our education cultivate students' thinking habits, teach students to use different ways of thinking and improve their thinking ability? It's that we just learn by rote according to what the teacher said, what the book said and what the book wrote down.

Although people are curious by nature, they still need to cultivate their active awareness of questions, their ability to ask questions and their courage to challenge authority, and they still need to rely on the day after tomorrow. From this point of view, we need to carry out education and teaching with problems as the link, that is, to stimulate students to produce problems and new problems, so as to cultivate students' problem consciousness, skepticism and innovation spirit; We also need to help children combine their creative reactions with their training and knowledge, so that they can maintain their magical vision when they take over the adult world. Therefore, educators must carefully protect students' innate instinct and desire to innovate and seek differences. We can't judge them dogmatically and mechanically with the same standard and model, and standardize and frame their creative activities. Instead, we should actively cultivate and protect students' curiosity and desire to explore by reforming educational concepts and methods, and encourage them to think independently, question boldly and explore bravely. Appreciate whimsy, allow mistakes, create a vast space for them to gallop their imagination, and make them full of "?" Innovation ability can come naturally and be vividly portrayed.

As we all know, 2 1 century is a century of intense scientific and technological competition and knowledge economy. In the face of a world with outdated knowledge and endless new problems, whether our education can innovate individual ways of thinking and habits, vigorously strengthen problem awareness, effectively form problem-solving awareness, habits and abilities, and creatively respond to unprecedented challenges depends on how many "?" Children can always be full of "?" . The real situation of classroom teaching in primary and secondary schools in Canada is that there are many problems, and many people seem a bit unimaginable because they have no personal experience. However, one thing is certain. If we look at Canadian education from the traditional perspective of China people, people may think that Canadian education is the most unruly education, but it just gives us valuable enlightenment.