The ancients said, "Doubt is the beginning of thinking and the end of learning". "Great doubts and great progress, small doubts and small progress." Einstein also pointed out: "It is more important to ask a question than to solve it, because solving a question may be a mathematical or experimental skill, while asking new questions and new possibilities and looking at old problems from a new perspective requires creative imagination and marks the real progress of science." It can be seen that it is a good learner to let students dare to ask questions, learn to ask questions and be good at asking questions, which is conducive to cultivating students' autonomy, initiative and creativity in learning.

In the process of learning mathematics, how to let students ask questions themselves? The following are some experiences that we have summarized according to our own teaching practice.

First, create a situation, so that students dare to ask questions

Under the influence of traditional teaching, students are used to solving problems raised by teachers or textbooks, but they are not used to and have no chance to find and raise problems themselves. It is the most important link to cultivate students' "problem consciousness" to let students find and ask questions in problem situations. Questioning is the fuse of thinking and the internal motivation of learning. In teaching, teachers should consciously set up "questioning" situations according to the psychological characteristics of primary school students' strong curiosity, so that students can form cognitive conflicts and actively find, ask and solve problems. For example, when teaching "Cone Understanding", the teacher shows the image of a cone-shaped sand pile on a construction site and asks the students: What questions do you want to ask when you see this pile of sand? After thinking, the students asked the following questions: What shape is the sand pile? What is the volume of the sand pile? How heavy is this pile of sand? What is the floor area of the sand pile? Wait a minute. Although this section cannot complete the task of solving these problems one by one, these problems are put forward by students through their own positive thinking. They are in the best state of thinking and eager to know this knowledge, so they can actively learn and explore.

In teaching, teachers can also use stories, riddles, games, competitions and other forms to link abstract mathematical knowledge with vivid physical content, causing students' psychological doubts and forming suspense problems. You can also create problem situations with the help of modern educational technology, because multimedia-assisted teaching has pictures, texts, sounds and images, which fully shows the formation process of knowledge and adds infinite charm to classroom teaching. Its vivid pictures, concise explanations and pleasant music always keep students' strong interest in learning, which has a multiplier effect on cultivating students' questioning ability. For example, in the teaching of "graphic understanding", the teacher first shows a shepherd boy riding on the back of a cow, and then uses the animation function of multimedia to make them move. The students were immediately attracted. While appreciating this paper sticker, they felt the beauty of the picture, and lied about the things in the picture, which aroused the students' desire to know more about it: "What graphics is it made of?" Let's make one too. Then scramble to ask many math questions.

Second, guide students to take the initiative to explore and make them good at asking questions.

1. Let the students observe.

Observation is an important way for people to know the world, the basis of intellectual exploration and a form of subjective exploration. Knowledge begins with observation, which is the main energy of wisdom. External information should be continuously input into the brain through observation. In mathematics teaching, the problem situation created by teaching is the information source of students' observation. Only through observation can students have the ability of cognition, analysis and induction. For example, a teacher brought a big radish and a knife to class when he was teaching "Knowing Cubes and Cubes", and the students were puzzled at first. This is a problematic situation. What should teachers do? Suspense emerges in students' minds. Students watch carefully and wait and see. At first, the teacher cut the radish, cutting one face across the board, then the second knife cut the second face vertically, then the second face and an edge vertically, and then the third knife cut the two faces vertically, resulting in a sharp top. At this time, the students are full of interest and attention, and "?" In their view. The number is also changing gradually, with one knife out, two knives out of the blade and three knives out of the top. What if you continue to cut down vertically on all sides with a knife? The students investigated the problem.

2. Guide students to operate.

Homework is an important form of independent exploration. Piaget pointed out: "If you want to know an object, you must use your hands." Operation activity is an important link for students to acquire knowledge, the source of cognition and the basis of thinking development. Let students find problems through hands-on practice. For example, when teaching the composition of "5", the teacher asked the students to find the composition of "5" by putting a stick. For example, when teaching "Derivation of parallelogram area", students discovered "How to cut a parallelogram into a rectangle" through the transformation process of "cutting and spelling" according to the problem situation, which paved the way for further study.

3. Encourage students to make bold guesses.

In teaching, teachers should encourage students to guess and imagine boldly, activate students' divergent thinking, and let students discover mathematical problems through guessing. The so-called conjecture is a way of thinking to associate and speculate on a certain problem according to a certain knowledge base. If teachers can make good use of guessing in teaching, they can fully mobilize students' learning enthusiasm. For example, when teaching the law of multiplication, let students review the law of addition first, and then let students guess what the law of multiplication is. Students guess, "Is the law of association of multiplication the same as that of addition?" Make students discover that this way of thinking can be used to explore, so as to find and put forward the question "what is the combination law of multiplication?"

4. Let students learn to analyze and synthesize.

Starting from the conclusion, trace back to the conditions that must be known; Or from the conditions, gradually deduce the conclusion. For example, what conditions must I know to ask this question? According to these conditions, what problems can be solved.

Of course, students should be asked not to ask questions for the sake of asking questions. We should gradually improve the quality of questioning, state the questions as clearly as possible, encourage students to "ask in-depth questions" and "ask wonderful questions", and ask questions with high abstraction, depth or originality, so that questioning can really help students' development. There are many forms of independent exploration. In the teaching process, teachers should be good at dealing with a problem situation, not necessarily using only one form, but sometimes using several forms together, which will help students find problems, help students understand the meaning of the problem situation and make the problems found by students more accurate.

Third, organize students to cooperate and exchange, and promote students' deep understanding of mathematical problems.

Through independent exploration, students found many mathematical problems from the problem situation. Because each student's knowledge background and life experience are different, the inquiry method and thinking strategy will be different. So every student will find different problems. Whose question meets the requirements of the problem situation? Whose question best represents the content of giving and receiving? Whose problem is easy to understand and so on. Students need to understand the problem through cooperation and communication. Therefore, it is extremely necessary for students to express their opinions, ideas and doubts in groups and deskmates. At the same time, in cooperation and exchange, let students listen to each other's thoughts and ideas carefully, learn to compare and analyze, and innovate through comparison.

In short, let students ask questions, not simply. Teachers should grasp every link in teaching, so that students can learn to ask questions and understand problems from the perspective of mathematics, and can comprehensively use what they have learned to solve problems, thus cultivating students' application consciousness.