How to stimulate students' questioning potential in class

"Learning begins with thinking, and thinking begins with doubt." Asking questions can best arouse students' enthusiasm for learning, thinking and answering questions. Questioning differences is an inexhaustible source of exploring new knowledge. In efficient classroom teaching, most teachers ask more questions and students ask less. Students only answer questions according to the ideas shown by the teacher. They have no desire to express their thoughts and ask questions.

So, how to cultivate students' questioning ability in teaching?

First, find out the reasons why students' questioning ability is low.

Nowadays, it is obvious that many students have low questioning ability, which can be attributed to the following reasons:

1. Students are not seriously prepared for self-study, and their knowledge is not firm.

2. I am afraid that the questions raised are not problems and become jokes of my classmates.

I am afraid that the questions raised are worthless and will be looked down upon.

4. The teacher-student relationship is tense and disharmonious, and students dare not express their different views and opinions.

5. The classroom atmosphere is inactive and dull, which leads to students' lack of interest in asking questions and seeking differences.

The above reasons seriously restrict the development of students' questioning ability and become the bottleneck of students' questioning ability. So how to overcome these obstacles and get rid of the above constraints?

Second, strategies to improve students' ability to ask questions in math class

1. Students should preview and study independently.

Students' self-study teaching materials and counseling plans before class should be completed seriously and in time. Through self-study, peer study, group study and teacher guidance, they can fully understand what they have learned and lay a solid foundation for finding and asking questions.

2. Create an atmosphere that encourages students to question.

Students' weak awareness of problems is largely caused by teachers' improper teaching behavior. For a long time, teachers often adopt the teaching mode of asking questions and students answering, which suppresses children's inquisitive nature, leads to students' lack of initiative in thinking and makes students' thinking in an inert state.

Therefore, in today's efficient classroom reform, teachers should play an equal role with students and change "centralized teaching" into teacher-student interaction. In class, we should face every student with full enthusiasm and sincere smile, so that they can deeply feel the love and care of teachers and truly realize that they are the masters of learning. It is necessary to establish a new friendship between teachers and students, so that students can dare to think, ask, say and do, fully display their individuality and release their potential.

3. Provide more thinking space for students.

In the efficient classroom mode, in order to complete one teaching process after another, teachers invisibly shorten the time for students to think independently to catch up with the progress. This is only an efficient class on the surface, so we should take some measures to make rational use of the efficient 45 minutes. For example, the design of the counseling plan can be less but more precise, hierarchical design and so on. Students can show their problems in various forms. However, students must not save time for independent thinking. More thinking will give them more opportunities for self-expression and communication. Let students participate in the whole process of learning from beginning to end.

4. Help students overcome psychological barriers and enhance their awareness of questioning.

First, let students understand the importance of learning to question. Teachers can educate students to learn the thinking quality of scientists who are good at thinking and exploring through some concrete examples, such as Newton's research on "why apples fall into the ground".

Secondly, teachers should also tell students that questioning and questioning in class is neither a teacher's patent nor a patent of some students. Everyone can ask questions, and only in the process of asking each other questions can they develop their own thinking.

5. Teach students how to ask questions, so that students can "ask questions".

As the saying goes, "It is better to teach people to fish than to teach them to fish." Every teacher should fully realize that cultivating students to learn to learn is the premise, and the purpose is to let students learn to learn. Teachers should guide students to observe, think and analyze problems from multiple angles according to the characteristics of mathematics, arouse students' association, encourage students to question boldly and advocate "no mistakes" in questioning.

For example, when explaining the drawing method of "number axis", it is generally stipulated that the right direction is the positive direction, and some students ask: Why is the right direction positive? Is it right to turn left? I affirmed the students' doubts, praised the students and told him the reasons, which not only encouraged the students, but also expanded all their knowledge and improved their interest in learning mathematics and confidence in questioning.

At the same time, teachers should demonstrate students' doubts. All students' activities begin with imitation, and so do questions. In teaching, teachers should pay attention to the strategy and quality of questioning, ask more "why" and "how", and pay attention to the examples of questioning. Teachers should let students know where to look for doubts and prepare for students to ask questions independently.

For example, in the connection of old and new knowledge, the confusion of learning process, the induction of laws and regulations, the difficulties and difficulties of teaching content and so on.

For another example, in the process of students' cooperation, communication and presentation, students' different thinking abilities may lead to different solutions. A very important feature of middle school students is that they are not good at evaluating their own behaviors, but they are easy to find shortcomings in others' behaviors. Therefore, students should be encouraged to ask questions in group communication and presentation. In this way, after a period of training, students will ask questions slowly and ask some high-quality questions.

To sum up, I think teachers should use various forms and means in efficient classroom teaching practice to make students want to ask, dare to ask, like to ask, and know how to ask, so that students can change from passive questions to active questions, and encourage them to think in the process of generation and dare to surpass textbooks and teachers. Teachers should give timely guidance, so that students can get success and happiness in questioning and exploring!