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Learners should not be passive recipients of information, but active participants in the process of knowledge acquisition. Only through students' active participation and independent exploration can students find problems, find problems and solve problems in their study and exploration. Therefore, teachers should actively create an active teaching environment according to students' knowledge level and practical experience.
Second, stimulate students' interest.
To cultivate students' problem consciousness, we should also start with stimulating students' interest in learning, supplemented by the creation of situations and the guidance of methods. Let students' curiosity guide questions to seek answers. Suhomlinski once said, "If we are not interested, all our exploration plans will come to nothing." .
Many students don't care because they are not interested in mathematics, or because they value Chinese, mathematics and English more than other subjects. Because you are not interested in learning, you will be too lazy to think about it and it will be difficult to question it. Therefore, in the usual teaching activities, I attach great importance to using interesting experiments, models, projection, multimedia and other teaching methods to stimulate students' curiosity. Let the students feel very novel about knowledge and question "What's going on?"
Third, respect students and let them dare to ask, be willing to ask and be willing to ask.
Respect students' questions, and let students dare to ask questions and take the initiative to ask questions in a free and safe psychological atmosphere. Teachers should encourage, praise, correct and correct students' questions, regardless of their size, difficulty and right or wrong, and must not deny them easily, which will dampen students' enthusiasm for asking questions and stifle their curiosity, imagination and thirst for knowledge.
Fourth, how to ask questions.
Li Zhengdao said: "study, study, study and ask questions." It can be seen that "problem" is the beginning of thinking and the foundation of innovation. Modern teaching advocates students to actively find problems, learn to question, and then analyze and solve problems. However, not all primary school students dare to ask, love to ask and know how to ask. This requires teachers to take doubt as the clue and thinking as the core in classroom teaching, and gradually cultivate students' ability to question and ask difficult questions, so that they can develop the habit of thinking more, thinking happily, daring to ask questions and being good at asking questions. So how should teachers cultivate students' questioning ability in classroom teaching?
(A) to cultivate students' ability to ask questions.
Make full use of the topic, let the students look at the topic and ask questions. In this way, students can define their own learning goals, and students' outstanding problems are also conducive to teachers setting teaching goals, activating students' internal drive for knowledge and enhancing students' subjective consciousness. Then let the students teach themselves textbooks with these questions. In this way, driven by their own questions, students actively think, not only gain the knowledge they are eager to acquire, but also gradually cultivate students' interest in asking questions.
(2) Guide students to reflect.
The so-called reflection is to further improve, enrich and systematize new knowledge in the mind through critical, inferential, summary and abstract thinking activities. In the process of teaching, students should be provided with opportunities in time to do further thinking and research after solving a problem: was this method right just now? Is there any other way? Can this method be used to solve other problems? The process of children's learning is a "re-creation" process that individuals produce and modify in full communication and sharing. It must be completed after repeated thinking, in-depth research and constant adjustment. This requires students to have good reflection consciousness and ability. Therefore, reflection is not only a good learning character, but also an indispensable part of creative learning. The purpose of creating reflective scenes is to train students to question themselves and cultivate their self-examination ability.
For example, after classroom teaching, students can ask themselves questions as the end. Q: "What did I learn today?" "Know what?" "What else don't you understand?" "What method did you learn?" "Where can it be used?"
In this way, after self-questioning, students not only sort out and sublimate the new knowledge they have learned, but also cultivate their self-questioning ability.
(3) Cooperation and interaction to broaden the channels of questioning.
In teaching, teachers discuss according to the questions raised by students, express their views and ask difficult questions. Get a solution through communication. The core content of "problem solving" is to let students actively participate in the learning process and deepen their understanding of new knowledge through cooperation and communication, so as to achieve the purpose of solving doubts and doubts.
(D) strengthen the extension after class, so that students are good at asking questions.
Questioning is the beginning of teaching, and questioning is the main line of teaching. The final result of teaching should never be to completely eliminate the questioning of primary school mathematics teaching with the knowledge taught, but to trigger more and more extensive new problems on the basis of initially solving the existing problems. Return the classroom to the students, let the students walk into the classroom with questions and walk out of the classroom with more questions. The significance of these new problems is not only that it can make teaching activities go on endlessly, but more importantly, it can finally guide students to the road of creation and become creators.
A famous scientist in China once said, "What is a famous teacher? Not teaching by hand, nor being a famous teacher, but being good at inspiring and inducing, so that you dare to ask questions, are willing to ask questions, and form the ability of independent thinking; On the basis of maintaining the quality and quantity of high thinking activities in the teaching process, the overall thinking ability and quality of students are significantly improved.
Students are required to be willing to question, dare to question, be able to question and be good at questioning. Teachers themselves should have a sense of problems, and give the class to students, so that students can give full play to their initiative in learning. Teachers should ask less direct questions and more guidance and temptation; Less criticism and scolding, more encouragement and praise; Reduce autocratic authority and increase democracy and equality; Tell the results or answers less directly, and let students question and try more. In addition, teachers should constantly learn and update their knowledge, with solid professional knowledge and wide knowledge. They are not only not afraid of being questioned by students, but also willing to be questioned by students. This shows that we have successfully cultivated students' problem consciousness.