“学起于思,思源于疑。”在阅读教学中,教师经常会采取课堂提问的方式以促进学生积极思考,向深处探究。设问作为课堂提问的一种形式,对引起学生注意,促使学生积极思考、深刻理解课文内容具有明显的促进作用。但是,在实际的阅读教学中,对于设问这种教学方式,由于教师没有予以应有的重视,导致学生对问题的看法与理解大都停留在“是不是”“好不好”“对不对”等比较肤浅的认识上,不能有效提高课堂教学效率。在教学中,设问主要存在以 “Learning from thinking, from doubt. ” In reading teaching, teachers often take the form of classroom questions to promote students to think actively, to explore the depths. Asking questions as a form of classroom questions, to arouse students’ attention, prompting students to think positively, and deeply understand the content of the text has a significant role in promoting. However, in the actual teaching of reading, because of this teaching method, because the teacher did not give due attention, resulting in students’ perceptions and understanding of the problem are mostly stuck in “is not ” “good ” “Right” and other more superficial understanding, can not effectively improve the efficiency of classroom teaching. In teaching, suppose the main question exists