精彩的教学提问能够拉动学生思维,提高课堂对话的品质。但是,在具体的教学实践中,我们发现,这种常常以“疑问句”的形式出现的教学提问,在组织教学时,存在许多弊端。比如,问题提出后,师生一般是以“点对点”的形式进行反馈交流。在这一过程,大多数同学的学习情况是不可控的,其参与度不容易被管理,也就是说,参与也可不参与也可,因其学习情况的不可控,部分同学就成了这一提问互动环节的“看客”。除此之外,这种提问形式还存在提问的信息容量小、学生学习方式单一、不易于调动学生的学习兴趣等弊端。针对这些思考,我们尝试将部分“疑问句”形式的教学提问修改为具 Wonderful teaching questions can stimulate students’ thinking and improve the quality of class dialogue. However, in the concrete teaching practice, we find that this teaching question, which often appears in the form of “questions”, has many drawbacks in organizing teaching. For example, after the question is put forward, teachers and students generally exchange feedback in the form of “peer-to-peer”. During this process, most of our classmates are uncontrollable, and their participation is not easy to manage. In other words, participation can or can not be done. Some of our classmates have become uncontrollable because of their inability to learn Ask questions “Visitors ” in the interactive session. In addition, this form of questioning also has some shortcomings such as small information capacity for asking questions, a single learning style for students, and difficulty in mobilizing students’ interest in learning. For these thinking, we try to part of the “questions” in the form of teaching questions amended to have