一、研究背景我在20年来的语文课堂教学中,往往会遇到这样的现象:当学生对一个问题回答不出时,我就会又提出几个问题,试图用这几个问题来引导学生理解第一个问题。但结果往往会适得其反,教师、学生均事倍功半。怎样在课堂上进行有效提问,这个问题一直困扰着我。提出一个好的语文问题是提高语文课堂提问有效性的重要环节,“提问得好即教得好”。这种看法不无道理。我们知 First, the research background I in 20 years of Chinese classroom teaching, often encounter such a phenomenon: When a student can not answer a question, I will ask a few questions, trying to guide students with these issues Understand the first question. But the results tend to be counterproductive, teachers, students work twice harder. How to effectively ask questions in class has always plagued me. Putting forward a good Chinese question is an important part of raising the effectiveness of questioning in Chinese class, and “Good questioning means good questioning.” This view is not unreasonable. We know