Abstract: Mr. Tao Xingzhi, a famous educator, once said, "The starting point of inventing millions is to ask." Facing the needs of the new round of teaching reform, mathematics classroom teaching must pay attention to cultivating and protecting students' "problem consciousness", stimulate students' curiosity, learn to think deeply and divergent thinking, and lay a solid foundation for innovative spirit. As a teacher, we should guide students to experience the process of daring to ask questions, loving to ask questions and then being good at asking questions. Only through effective mathematics teaching activities can students' innovative ability be actively developed in the process of exploring problems.
Keywords: question consciousness, dare to ask questions, innovative spirit
Learning can only be produced if there are problems. No problem, it is difficult for students to arouse curiosity, and naturally they will not think deeply. The current teaching method makes students solve problems blindly, and it is more important to ask questions than to solve them. Solving problems depends on learning mathematical theoretical formulas, while asking questions is to look at the same problem from another angle, which requires creative imagination. Then, how to cultivate students' problem consciousness in mathematics class and gain new knowledge in asking questions?
Create a learning environment that dares to ask questions and loves to ask questions.
When students ask questions, they are often influenced by psychological quality, language expression and knowledge accumulation. Before they stand up, they are afraid that asking questions will be rejected by teachers, laughed at by classmates, or they don't know how to express them. Teachers should stand on the students' point of view, communicate with each other as equal friends, establish a democratic and equal relationship between teachers and students in a harmonious and relaxed classroom atmosphere, increase the interest in classroom explanation, improve the enthusiasm of students and stimulate their curiosity. Don't always ask what's wrong, you should encourage students with body language, such as approving eyes and attentive expressions. When students boldly ask questions, whether they are correct or not, they are sincerely praised, so as to set an example for students to ask questions, or reward them, and then solve doubts in detail or guide students to ask questions to ideas, and subtly teach them how to ask questions, thus eliminating students' fear in such a learning environment and letting them open their minds and clear their minds.
Second, interactive teaching, cultivate problem habits
Teachers' teaching design is helpful to cultivate students' problem consciousness. By adopting interactive teaching, students can form the habit of asking questions over time and look at problems from different angles when learning new knowledge. In the current classroom teaching, teachers' leading role is overemphasized while students are neglected, and theoretical knowledge is often analyzed step by step. This kind of classroom makes students lose the space for innovation. Teachers usually design some questions for students to answer, and students can't passively participate in learning activities. This kind of teaching is a mere formality and has not achieved the expected results. In the course teaching, teachers should be good at combining students' life experience and setting up effective situations so that students can actively participate and have questions, such as introducing the theme of life in mathematics teaching and taking the topic of students' current interest, such as football match, as an example when explaining the applied solution. Sometimes, when students think they know everything and can't ask questions, teachers can switch roles with students, ask key questions to students, or let students discuss in groups in class, and then ask questions in depth after answering questions. They can also set their spare time as questioning time, so that students can ask questions on their own initiative, two or three times a week, thus forming the habit of asking questions.
The method of asking questions by the three churches allows students to ask questions
To teach students to ask questions from the perspective of mathematics, teachers should first be good at asking questions to inspire students to ask questions. When writing lesson plans, we should contact the actual teaching content more, and teachers should ask interesting questions to avoid being too mechanical and boring students.
1. Find problems from the project
If you have questions about the knowledge you don't understand, you can directly ask what you don't understand, understand the most basic knowledge, understand the principle and combine it with real life to come up with any new discoveries. All this depends on the assistance of teachers, guiding students' problem consciousness to the right track, and gaining their own independent thinking ability while obtaining new topics. Starting from the topic itself, when you see a new theoretical knowledge, what is the first doubt? Guide students to start from the basics and understand knowledge by asking and answering questions one by one. In the process of transferring old knowledge to new knowledge through this knowledge, what kind of internal relations and problems students have discovered, what kind of ideas they will have before the teacher dispels doubts, and how to learn more in-depth content by analogy, so that the step-by-step guidance is more effective.
2. Find math problems from the opposite side.
Teachers can use reverse thinking to develop students' way of thinking after studying problems positively. Think from the opposite side of things, let students find problems and dare to question them. Sometimes when students face this problem and are confined to a fixed pattern, teachers will use examples to prompt students to infer from the opposite side, thus jumping out of the previous thinking space, promoting students' divergent thinking and improving students' innovative ability. Especially in the teaching activities of hypothesis demonstration, so as to lead to the topic.
Fourth, pay attention to evaluation and encourage students to ask questions.
After students ask questions, teachers' evaluation is to encourage students' exploration spirit, and also to deeply analyze the problem, so that students can understand the significance of this problem, attach importance to evaluation, and establish a learning system of mutual evaluation between teachers and students, thus cultivating students' positive learning spirit. On the one hand, we can learn theoretical knowledge deeply by asking questions, let positive questions run through the whole learning process, and let students bring questions into the classroom. On the other hand, problems are constantly found in classroom learning, so as to analyze the internal relations of various knowledge points more clearly and have a more comprehensive understanding of mathematics. Teachers should be careful not to be too formulaic in their evaluation, and so should their evaluation of students. They should reflect individual characteristics that vary from person to person, but they are not realistic. We should give too much praise to avoid students' complacency, and we should not be too authoritative, which will cause students' psychological pressure. Appropriate feelings will make students more motivated.
In a word, "problem is the heart of mathematics" is an important link in mathematics teaching today. Mathematics class in which students can't ask questions is an invalid teaching activity. Teachers should improve teaching by cultivating students' problem consciousness.