“教学活动是师生积极参与、交往互动、共同发展的过程。有效的教学活动是学生学与教师教的统一,学生是学习的主体,教师是学习的组织者、引导者与合作者。”这是我们数学课程基本理念之一。教师作为“交往互动过程”的组织者、引导者,应该及时、准确地捕捉来自学生的各种反馈信息,并通过深入细致的分析将信息转化为有效的教学资源,合理调控教学活动。这就需要教师在课堂教学中,做一个智慧的“追问者”。在数学教学过程中,追问有两种重要的价值取向。一是指向学生思维的深度:重在引导学生深入地理解数学知识和方法,既知其一又知其二;二是指向学 Teaching activities are the process of active participation, interaction, and common development between teachers and students.Effective teaching activities are the unification of student learning and teacher teaching, students are the main body of learning, and teachers are the organizers, guides and collaborators of learning. “This is one of the basic concepts of our math course. As the organizer and guider of the interaction process of teachers, teachers should timely and accurately capture all kinds of feedback information from students and through in-depth and meticulous analysis transform the information into effective teaching resources and reasonably regulate teaching activities. This requires teachers in the classroom teaching, to be a wise ”follower ". In mathematics teaching process, there are two important value orientation. First, point to the depth of student thinking: focusing on guiding students to understand mathematics knowledge and methods in-depth understanding, both known and the other two;