At this time, the teacher should organize students to discuss which questions are good to ask and which questions are irrelevant. They are not the content and focus of the textbook, and guide students

At this time, the teacher should organize students to discuss which questions are good to ask and which questions are irrelevant. They are not the content and focus of the textbook, and guide students to gradually change from more and more complex to less and more refined. As long as the guidance is correct, students will be able to make discoveries and gradually learn to question. Fourth, generate doubts so that students will ask questions. The ancients said: Learning starts from thinking, and thinking starts from doubts. The breeding of innovative thinking often starts with doubt. Pavlov said: Doubt is the assumption of discovery, the motivation for inquiry, and the premise of innovation. Obviously, strengthening the cultivation of students' ability to question and ask questions is of great significance to cultivating students' ability to discover and ask questions on their own. For example, when teaching the preliminary understanding of multiplication, I deliberately calculated the cost of making the school badge for this class on the blackboard: 8+8+8+8+8+8+8+8+8+8+8+8+8++8. When the students saw this, they immediately raised questions and asked: Is there no other easier way to calculate? For such an important and profound question, the entire lesson will start from the student's questioning question. It is not difficult to see that without questioning, it is difficult to arouse the desire for knowledge; without questioning, the existence of the problem will not be felt, and students will not think deeply, so learning will be superficial and formal. From this point of view, teachers should do everything possible to guide students through small and specific problems during teaching, and regard problems as the motivation for learning and the main thread throughout the learning process; regard the learning process as discovering problems, asking questions, and analyzing problems. and the process of solving problems, and then develop habits, so that students learn to ask questions over time. 5. Use timely incentives and positive evaluations to induce students to be interested. Classes in lower grades are often more lively, lively, relaxed and pleasant than those in higher grades. Because during long-term classroom teaching, if teachers do not pay attention to timely motivation, positive evaluation, and help students improve their self-confidence, then your students will gradually lose their confidence and interest in answering questions in class, and your classroom will also lose its life. of vitality. Therefore, teachers should constantly praise your students during teaching. This praise has two meanings: first, the students' answers to questions are appropriate and should be praised; second, when students' answers to questions are not correct enough, teachers should also praise them from another angle. , protect the enthusiasm of these students to answer questions. It is worth mentioning here that this kind of praise also requires skills. For example, some teachers always say "you are awesome" in class, which makes students numb and makes the praise become nonsense. Experienced teachers use colorful, timely and appropriate praise in the classroom. Such praise can make students learn happily in class, ask questions happily, and turn asking me to answer into asking questions. The key to arousing students' awareness of problems lies in whether teachers can promote teaching democracy, create a good teaching atmosphere, enhance communication and interaction between teachers and students, and actively encourage students to question and ask questions. "There are thousands of inventions, but the starting point is always one question." Asking questions is the result of students using their brains and the expression of students' thirst for knowledge and curiosity. This psychological tendency will push students to continuously think and research with questions. The relaxed and democratic teaching atmosphere is a broad sky for students to let their spiritual birds fly. Teachers must fully care for and respect students' awareness of questions in teaching activities, and must vigorously advocate the principle of "no mistakes for those who ask questions", that is, no restricted areas for questions, no mistakes for questions, and tell students to cherish and freely exercise their right to consult and question in classroom teaching. . It only requires them to constantly question their views and doubts, but does not require them to have results or how valuable the results must be. We should make every student truly realize that even if the unearthed questions seem ridiculous and far from reality, they are still worth raising and studying. This is the fact. With this kind of equal, harmonious and relaxed environment, students' problem awareness can be fully developed and displayed, and all kinds of strange ideas and independent opinions will emerge in endlessly.