“问题”是教师引导和激发学生思维的导火线,是培养学生认知发展和思维能力的切入点,研究地理教师的课堂提问有重要的意义。然而,以往对地理教师课堂提问的研究多为表面分析,缺乏以科学的分析框架进行深入、系统地分析。如何运用科学的课堂观察方法,为地理教师的课堂提问评价提供有效的证据是亟待解决的 “Question ” is a guide line for teachers to guide and stimulate students ’thinking. It is an entry point for students’ cognitive development and thinking ability. It is of great significance to study the question of classroom teachers in geography. However, in the past, many studies on the questions of geography teachers’ classrooms are superficial analysis and lack of in-depth and systematic analysis with scientific analysis framework. How to use the scientific method of classroom observation to provide effective evidence for the geography teacher’s classroom questioning evaluation is urgent to be solved