第一,设计问题要循序渐进,因材施教。在小学数学教学过程中,针对小学生的认知规律和思维特点,设计问题时应当根据教材的要求,结合学生的认知水平,尽量以生活中常见的物品为问题背景,在各个问题之间形成一定的上升梯度。这样,学生在解决问题的过程中可以逐步提高,达到灵活运用的目的。在课堂提问时,要考虑学生的具体因素,根据学生的掌握情况提问不同层次的问题。这样一方面可以通过基础性的问题让学生巩固学过的知 First, design problems should be gradual and be taught in accordance with their aptitudes. In primary school mathematics teaching process, according to the cognitive rules and thinking characteristics of primary school students, designing problems should be based on the requirements of teaching materials, combined with the students’ cognitive level, as far as possible common problems in life as the background of the problem, formed between the various problems A certain rise gradient. In this way, students in the process of solving problems can be gradually improved to achieve the purpose of flexibility. In class questions, students should consider the specific factors, according to the students grasp the situation at different levels of questions. On the one hand, students can consolidate what they have learned through basic questions