The ancients said that learning is expensive and there are doubts, small doubts and small progress, big doubts and great progress. This shows the importance of questioning ability to students' learning. However, there is a phenomenon in the usual teaching activities: for various reasons, teachers are unwilling or afraid to let students ask questions. In the long run, students don't want or will not question. Therefore, in normal teaching, especially in primary school mathematics teaching, we should pay attention to cultivating students' habit of wanting to ask, wanting to ask and knowing how to ask. Einstein said: It is more important to ask questions than to solve them. By consciously cultivating students' questioning ability, teachers promote students' participation, discovery, application and creation, so that students can fully, actively and actively participate in learning. First, create a relaxed and democratic learning atmosphere, so that students want to ask Suhomlinski: If teachers do not try their best to make students enter an inner state of high spirits and high intelligence, and are eager to impart knowledge, then this kind of knowledge can only make people indifferent, and emotional mental work will bring fatigue. In people's hearts, there is always an innate need to regard themselves as discoverers and explorers, which is particularly important in the spiritual world of primary school students. Therefore, teachers must strive to create a harmonious and democratic learning atmosphere for students in classroom teaching. Especially the children in the lower grades of primary school are only seven or eight years old, and they are also playful. Teachers should pay more attention to children's psychological characteristics at this stage, give up teachers' dignity, and try to get along with students, so that students can regard teachers as their good friends, so that they can feel relaxed in their studies and get along with their teaching. In the process of teaching, teachers should take the initiative to go among students and ask them more: What do you think? How do you want to solve this problem? Do you have any questions and ideas that need to be discussed and exchanged? Do you want to hear what other students think? Dare you solve this difficult problem? Do you have any questions (about this question and this class)? In fact, a few simple words are teachers' respect and trust for students, and the information exchange between teachers and students and between students will be lively. In this harmonious and democratic atmosphere, students' interest in learning is also rising, and their desire to explore knowledge is also stronger. Second, create appropriate question situations for students to ask Bruner, and make students become independent thinkers as much as possible in classroom teaching. Such students will advance independently after completing their formal school education. Therefore, teachers should always follow a principle, that is, a bad teacher is to impart knowledge, and a good teacher is to let students discover the truth (the first whist) and actively create a suitable problem environment for students. Children, especially those in lower grades, often don't know how to ask questions because of the limitation of knowledge and experience. Teachers must pay more attention to this, so that children in lower grades can have questions. For example, in the teaching of "three numbers plus vertical", the teacher presents the question 702+2984+368 to compete with the students to see who can calculate correctly and quickly. When the teacher worked out the figures quickly, the students couldn't help wondering: Teacher, how did you work it out so quickly? Is there any good calculation method? In the question situation created by the teacher, students unconsciously imitate the teacher's usual tone to ask questions, and their thinking is also active. At this time, organizing students eager to explore new knowledge to discuss and study in groups in time will achieve unexpected teaching results. Third, the guiding questioning skills let students ask what Einstein once said: it is more important to ask questions than to solve them. In normal teaching, teachers should pay attention to the age characteristics and cognitive rules of primary school students, especially junior students, and guide students to ask questions in time to achieve the expected teaching purpose. 1. Before class, guide students to ask questions when they see the topic. For example, in the teaching of "addition by writing", students scramble to ask questions as soon as they see the topic: We have learned to add by writing. What's the difference between what we learned today and what we learned before? What are we studying today? Discontinuous carry addition Are you going to study tomorrow? Continuous carry addition? ? When students ask questions, they are already actively thinking about what to learn in this class, and they will try their best to promote students' autonomous learning. 2. In class, guide students to ask questions in important and difficult points. Just because students dare to ask doesn't mean they will. Some students like to ask questions, but they may not get to the point. Teachers should pay attention to the problems raised by students, especially those that are not closely related to this class, and encourage students' enthusiasm for learning first, and then give correct guidance, so as not to dampen students' interest and enthusiasm in learning. Therefore, teachers should pay attention to solving the problems raised by students when explaining the new class; On the other hand, we should pay attention to training students to ask questions in key and difficult places. In the initial stage of training, the teacher should give students a demonstration and teach them how to ask questions. In the process of learning, some children with excellent academic performance have a good grasp of what they have learned, but after learning how to ask questions, they are very willing to ask questions and answer them after asking them. These students also play an important role in driving other students to learn how to question. 3. After class, guide students to question the content of the whole class. At the end of a class, the teacher should guide the students to review the content of this class again, either writing on the blackboard or reading aloud. In this way, students can deepen their understanding of this lesson. If there is doubt, there must be no doubt, and there will be progress here. As long as teachers cultivate students' questioning ability consciously and for a long time in normal teaching, it will promote students' active thinking and independent learning and achieve unexpected teaching results.