课堂教学中教师的提问,往往会出现如下情形:有时满堂异口同声,轻而易举;有时满堂煮沸,不着边际,难以控制;有时一堂寂静,无人问津,十分困惑;这究竟是为什么呢?其实,症结在于提出的问题是否切入教学实际、学生实际和教材实际。课堂提问既是技术又是艺术,在“提问”上狠下功夫,则是一堂课产生亮点、取得成功的关键。因此,提问时,我们在把握前面原则的前提下,一定要把握适度,选准角度,增添梯度,挖掘深度,这样就能使课堂教学更加优化。课堂提问,必须要选择时机:或在困惑之时,提出关键一问,点活思维方向;或在众说纷纭之际,选取一问,进行讨论,使其柳暗花明;或在答案揭开之时,深入一层提问,挖出 Teachers’ questions in classroom teaching often appear as follows: sometimes full of tongues, easy; sometimes full of boiling, not marginalized, difficult to control; sometimes quiet, nobody cares, very confused; what is the reason? In fact, the crux of the problem is The question raised is whether to cut into the actual teaching, the actual students and teaching materials. Classroom questioning is both technology and art, making great efforts on “asking questions ”, it is the key to a class that produces bright spots and achieves success. Therefore, when asking questions, we must grasp the principles of moderation, selection and selection, adding gradients and digging depth so as to make classroom teaching more optimized. In class questions, we must choose the time: or in confusion, put forward the key question, point to live in the direction of thinking; or in the divergent views, select a question, to discuss, make it superficial; or answer the unveiled, in-depth A layer of questions, dug up