课堂提问是历史课堂教学常用的手段之一。随着教育改革的深入,越来越多的教师对课堂提问在认识上有所深化,在实践中有所创新。长期的教学实践使我认识到,要使提问真正收到满意的效果,不仅要做到提问应具有启发性、科学性、针对性和面向全体性,而且还要做到适时、适度。下面仅就提问如何才能“适度”,谈一点粗浅的认识。 一、课堂提问一定要考虑到学生的知识准备程度。据心理学家研究,如果人能够用他现有的知识去回答某个问题,那么思维过程就不发生。当提出的问题须借助于那些他所未掌握的知识才能解决时,思维 Classroom questioning is one of the commonly used methods in history classroom teaching. With the deepening of education reform, more and more teachers have deepened their understanding of classroom questions and have made innovations in practice. The long-term teaching practice has made me realize that in order for questions to truly receive satisfactory results, not only should the questions be inspiring, scientific, pertinent, and universal, but also timely and appropriate. The following is only a question of how to “moderate” and talk about a little superficial understanding. First, the classroom questions must take into account the students’ level of knowledge preparation. According to psychologists, if a person can use his existing knowledge to answer a question, the process of thinking does not happen. When thinking about problems that must be solved with knowledge that he does not have