How to Cultivate Students' Question Consciousness in English Teaching

The ideal classroom teaching should be like this: students come into the classroom with questions and come out with more questions; The process of classroom teaching is the process of asking questions and solving problems; Our education is problem-based education, the starting point and core of students' learning is the problem, and the link of all the elements of learning is the problem. So, how to create problem situations in English teaching? This article talks about some superficial experiences.

First, the background and practical significance of the problem.

Traditional education is like this: there is no problem for students to enter the classroom and there is no problem for them to leave the classroom. This is a problem-free education. For students, learning without problem consciousness is superficial and passive, and what is lacking is innovation consciousness; For a nation, a nation without problem consciousness is a nation without innovation spirit, a nation without hope and a nation without brilliant future. Therefore, it is the requirement of modern education to put "cultivating students' problem consciousness" on our educational agenda, which is related to the future development of students and the development of our nation and country.

Second, the difficulties and problems in the actual teaching process

1. Problems to be solved urgently in teachers' teaching concepts and teaching methods

For a long time, constrained by the traditional education mode and single evaluation mechanism, our teachers did not pay special attention to the cultivation and training of students' "problem consciousness" in the teaching process, which led to the inability to create problem situations for students and induce their problem consciousness. Even if there are problems, it is only that teachers design problems step by step according to their teaching objectives, which seriously affects students' problem consciousness.

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2. The influence of teaching methods

We can't deny that a large number of teachers use injection teaching methods, which leads teachers and students to pursue the effect of what they have learned too much. Students spend a lot of time memorizing words, phrases, sentence patterns and even textbooks. In this way, students are immersed in "sea tactics" and have no time and energy to find problems in their studies.

3. Skill factors

As a foreign language, many students' oral English level is not high, which affects the enthusiasm of students to participate in learning.

Through practical teaching and observation, the above problems of students are caused by the following aspects: (1) Students have no problem consciousness and are unwilling to mention them; (2) Students' "double basics" are not solid, so they can't ask questions skillfully; (3) Students lack skills training in asking questions; (4) Students lack the consciousness of "psychological safety" and "psychological freedom" in asking questions.

Thirdly, several aspects should be paid attention to in cultivating students' problem consciousness.

In view of the existing phenomena and problems to be solved urgently, I think we should start from the following aspects:

1. Renewing educational concepts is the ideological guarantee for cultivating students' problem consciousness.

Our teachers should first update their educational concepts, change the traditional educational model and evaluation mechanism, take the cultivation of "problem consciousness" as the starting point and core of our classroom teaching, create problem consciousness scenes for students, stimulate students' problem consciousness, and let them learn to ask questions and ask deep questions.

2. Strengthening "double basics" is the knowledge support point to cultivate students' problem consciousness.

English Curriculum Standards for Compulsory Education emphasizes "attaching importance to cultivating innovative spirit and practical ability". So, where does the innovative spirit and practical ability come from? Its existence has two necessary conditions: one is solid basic knowledge, and the other is creative thinking. The purpose of education is to transform knowledge into the accomplishment of exploring scientific problems. Students must have some basic knowledge in their cognitive structure in order to make them curious and curious. Therefore, we should attach importance to the study of students' basic knowledge, encourage students to read widely and expand the amount of information.

Skill training is an important task in English teaching, and mastering various skills including questioning skills is the correct way to cultivate students' problem consciousness. Therefore, while strengthening the learning foundation, we should constantly strengthen the skills training to make it a solid foundation for students to form a sense of problems.

3. Harmonious environment is the key to cultivate students' problem consciousness.

A good class is the premise of asking questions. Creating a relaxed, democratic and harmonious classroom atmosphere is a silent medium to spread knowledge, an invisible key to wisdom and a potential force to cultivate sentiment. The teacher's kind attitude and kind language will eliminate the psychological barrier that students find it difficult to speak. They are full of energy, active in thinking and active in learning. The problem consciousness will come into being, just as Ross said: A person's creativity can be best expressed and developed only when he feels "psychological security" and "psychological freedom". The so-called "psychological security" means that you don't need to be alert, don't worry about being accused and criticized by others, and have a sense of security. If students don't have to worry about being criticized by teachers and ridiculed by classmates when asking questions, they can play freely, so as to maximize one's intelligence. The so-called "psychological freedom" means that students can think and express freely without too many rules and restrictions when thinking about problems. Therefore, teachers must attach importance to, protect and encourage students to ask questions boldly and often. When students ask simple, superficial or illogical questions, teachers should give corresponding help in students' exploratory and orderly thinking. When students' questions exceed teachers' expectations or knowledge, teachers should improvise and give clever, reasonable and accurate answers in discussions with students.

4. The diversity and hierarchy of problem setting is the driving force to keep students' problem consciousness.

The design of questions must proceed from the reality of students. Before asking questions, students' thinking and reaction ability should be reasonably estimated. Questioning must conform to the reality of students' knowledge base and age characteristics, and adapt to students' perceptual ability, analytical ability and abstract ability. Students gain a sense of success in solving problems, and their awareness of problems can last.