提问是教学过程中师生互动的重要手段之一。美国教学法专家斯特林·G·卡尔汉认为:“提问是教师促进学生思维,评价教学效果以及推动学生实现预期目标的基本控制手段。”然而,在有些教师的课堂中,教者的提问模糊不清、过于概括琐碎,不是一点即过,就是漫无边际。笔者认为,如此课堂提问则是无效的,不利于课堂效益的提升。真正实现课堂教学的有效提问应把握好提问的“基点”。一、展现提问的情感点教育心理学指出:情感性话语比单纯的理论性话语更 Questioning is one of the important means of interaction between teachers and students in the teaching process. Stirlin G. Calhan, a pedagogical expert in the United States, argues that “questioning is the basic control that teachers use to promote students’ thinking, evaluate teaching effectiveness, and drive students to achieve their desired goals.” However, in some classrooms, The questions are ambiguous, overly trivial, not at one o’clock, but endless. The author believes that such questions in the classroom is invalid, is not conducive to the promotion of classroom efficiency. Effective classroom teaching to effectively ask questions should be grasped “base ”. First, the emotional point of view to ask questions Educational psychology points out: emotional discourse more than purely theoretical discourse