After teaching for so many years, my biggest feeling is that students don't like to ask questions. Even if there are problems, the questions they ask have no quality. The great philosopher Socrates once said, "The problem is that midwives can help the birth of new ideas." Question consciousness refers to the psychological state of doubt and confusion when people encounter some difficult theoretical and practical problems in cognitive activities. This psychological state can make people think positively, explore seriously, constantly ask questions and solve problems. If students have problems from the beginning, they should first stimulate their interest in learning. Interest is the conscious tendency of people to actively explore something or engage in some activity and produce positive emotional experience in it. Interest in learning is the internal motivation to promote learning activities. Chemistry itself is an abstract theoretical discipline, which is very boring to learn, and students are prone to weariness. Only by stimulating students' strong interest in chemistry and mobilizing their enthusiasm for learning can students participate in classroom teaching with passion, let them have problems and interact actively in class, and such classroom teaching can be successful. Below I will talk about my own views on how to cultivate and strengthen students' problem consciousness in junior high school chemistry classroom teaching.

First, protect and cultivate students' curiosity.

Psychological research shows that when new things appear, they will attract people's attention, and then approach and understand things, and try to explain the questions of "what is this" and "why". At this time, the behaviors of exploration, research, discovery, invention and creation are likely to occur one after another. Chemistry in Grade Three is an enlightening subject for students, which contains interesting and ever-changing scientific knowledge, and the arrangement of teaching materials is more colorful. For junior three students who are new to this subject, they will have a strong interest in learning and a strong curiosity. There are thousands of "what is this" and "why". At this time, teachers should pay special attention to protecting students' enthusiasm for asking questions, and don't ignore or even satirize students' questions because they are superficial or even irrelevant, thus affecting students' enthusiasm for asking questions and making students become "boring".

Second, pay attention to cooperative learning and exchange activities to create opportunities for students to speak.

Constructivism holds that learners are not only learning subjects, but also "individuals in a certain social environment". The emergence of learning activities is closely related to the learning situation. The learning situation of active participation, active inquiry and cooperative exchange is conducive to students' understanding of knowledge and the development of all-round quality. Therefore, teachers should encourage students to form learning identity between students and between students and teachers, and creatively find and solve problems.

Third, give full play to the guiding role of teachers and cultivate students' questioning ability.

Teachers are the directors and commanders of the whole teaching activities. They control not only the processing of teaching materials, but also the implementation of students' subjective status. Therefore, whether students can ask questions and whether the questions hit the nail on the head are inseparable from the correct guidance of teachers.

1, provide materials to guide students to have problems.

Chemistry in Grade Three involves many basic theories and concepts. Previous textbooks were all directly defined, which helped students to understand and remember, which brought great obstacles to students' learning and reduced their interest in chemistry. The new textbook no longer emphasizes students' rote memorization of some specific concept definitions, but emphasizes students' formation of basic chemical concepts and their in-depth understanding of chemical core concepts. Therefore, teachers should think about what materials to provide to make students confused in order to deeply understand these core concepts.

2. Pay attention to inquiry experiments and let students find problems.

For example, in the experiment of making carbon dioxide in the laboratory, the author first introduces the general principle of the gas selection device in the laboratory, and then asks students to think about how to design the experiment according to the reaction principle of making carbon dioxide in the laboratory, so that everyone can have a sketch, and then gives instruments for students to experiment. After the first round of experiments, students have obtained several sets of generating devices: some are test tubes or flasks with single-hole rubber plugs with catheters; Some use double-hole rubber plugs to lengthen the neck funnel; A few students also use syringes. Of course, some students' equipment is not very scientific. At this time, I asked designers of different types of devices to send representatives to the stage to show their devices, introduce their design intentions, and analyze their advantages and disadvantages and feasibility. Through comparative analysis, students found problems: some found that their devices were simple, but it was inconvenient to add medicine; Some people find it difficult to control their reactions with their equipment. At this time, a student immediately asked, "Teacher, can you design a simple device that can control the reaction at any time?" I replied: You asked a good question, which is exactly what I want to ask you. According to the instruments on the experimental platform, please try again and see who can be the best designer. "Students' thinking immediately became active again and began to search on the experimental platform. At this time, some students saw the broken test tube on the table. They immediately raised their hands and told me that they designed it and told other students their ideas. After being praised and affirmed by the teachers, their faces obviously showed excited and proud smiles.

3. Create suspense and "force" students to have questions.

Suspense is an urgent requirement for the continuous extension of interest, and a desire to know what will happen later. It can make students concentrate, stimulate interest and stimulate their desire to explore knowledge. For example, when talking about the corrosiveness of concentrated sulfuric acid, the author asked: Have the students seen brown bread? It can be said that "a stone stirs up a thousand waves", and the classroom suddenly boils, and some ask "where is it?" Some asked, "How to make black bread?" I did the experiment quietly, and the students thought it was amazing. They all asked: What is this? How can sugar turn black? What the hell happened? In this warm atmosphere, students feel relaxed and naturally ask questions.