《义务教育数学课程标准》告诉我们,学生是课堂的主体,对于以形象认知为主的小学生,我们不能在课堂上灌输抽象的理论知识,要结合他们的认知规律,结合形象的方式来进行启发和引导。对于此,笔者认识到,数学课堂要结合教学内容设置生动、灵活的问题,启发学生在运用中体验数学,掌握运用数学知识解决问题的技巧。鉴于此,本文结合一线教学实践分析两点设问心得。一、结合生活背景设问常言说:知识来源于生活。对于以形象认识为主的 “Compulsory education mathematics curriculum standards” tells us that students are the main body of the classroom, for image-based primary school pupils, we can not instill in the classroom abstract theoretical knowledge, we must combine their cognitive laws, combined with the image of the way Inspire and guide. In this regard, the author realizes that the mathematics classroom should set vivid and flexible issues in accordance with the teaching contents so as to inspire students to experience mathematics in operation and grasp the skills of using mathematical knowledge to solve problems. In view of this, this article combines the first-line teaching practice analysis of two points set ask experience. First, combined with the background of life set ask often say: knowledge comes from life. For the image based understanding