教学全在“问”,有问必有答。能在设问上下功夫,巧设问题,常可取“牵牛鼻了”之妙,既抓住要领,事半功倍,又启动学生积极思维,开发了智力。现以《南州六用荔枝丹》为例,说说设问教学的妙处。我针对该文大量引用的古诗文,共设计了八个问题,作为讲析全文的主线,逐步引导他们深入课文内容,领会本篇说明事物的科学性与文艺性相结合的写作 All teaching is “asked”. There must be answers to questions. Can work hard in the design, skillfully set up problems, often desirable, “get the nose,” the wonderful, not only seize the essentials, do more with less, but also start the students positive thinking and development of intelligence. Let us now talk about the beauty of interrogation teaching with the example of “Liuzhi Liu in Nanzhou”. I designed a total of eight questions for the ancient poetry quoted in this article. As the main thread for the analysis of the full text, I gradually guided them to in-depth content of the text, and comprehended the writing that explained the combination of science and literary nature.