一、故设疑窦,激发兴趣古人云:学起于思,思源于疑。学生的积极性思维往往是由问题开始,又在解决问题的过程中得到发展。因此,教学中教师应根据教学内容和学生的实际情况,有目的地故设疑窦,巧设悬念,引起学生思维上的冲突和兴趣,从而激起学生的学习兴趣。例如在教学“能被2、3、5整除数的特征”时,我对学生说:“同学们,这堂课先让你们考考老师好不好?” First, so set the suspect sinus, to stimulate interest in ancient saying: learning from thinking, from doubt. The positive thinking of students often begins with the problem and develops in the process of solving the problem. Therefore, teaching teachers should be based on teaching content and the actual situation of students, purposely set up a suspicion, set up suspense, causing students to conflict and interest in thinking, thus arousing students interest in learning. For example, in the teaching of “can be divisible by 2, 3, 5,” I said to the students: “classmates, this class first let you test the teacher is not good?”