课堂提问是一种最直接的师生双边活动,也是教学中使用频率最高的教学手段,更是教学成功的基础。准确、恰当的课堂提问能激发学生的学习兴趣,从而很好地提高课堂教学效率。然而,在我们的课堂教学中,提问作用发挥得远远不够,学生要么答非所问,要么答者寥寥,造成课堂教学的冷场,达不到预期的效果。一、困惑——课堂提问低效甚至无效片断一《认识乘法》教学上课伊始,教师便出示了一个十分漂亮的Flash课件(情景图)──快乐的大森林。师:从这幅图中,你看到了什么?你能提出什么问题?生1:我发现森林好漂亮 Classroom questioning is one of the most direct bilateral activities of teachers and students, but also the most frequently used teaching methods in teaching, but also the basis for teaching success. Accurate and appropriate questions in the classroom can stimulate students’ interest in learning so as to improve classroom teaching efficiency. However, in our classroom teaching, the role of questioning is far from enough. Students either give or take a few questions, resulting in a cold field of classroom teaching, failing to achieve the expected results. First, the confusion - inefficient and ineffective in the classroom question a fragment of “knowledge of multiplication” teaching At the beginning of class, the teacher will produce a very beautiful Flash courseware (scene map) ─ ─ happy big forest. Teacher: From this picture, what do you see? What can you ask? Health 1: I found the forest so beautiful