在“课堂教学有效性研究”实践活动中,我们发现教师在提问对象的选择上缺乏研究和思考:为了快速获取比较完整的答案集中提问优等生;提问中等生作为参照系进行教学;借课堂提问批评挖苦后进生维持课堂纪律,致使课堂提问既无法突出重点、有的放矢,也难以发现教学中存在的问题。那么,应如何选择提问对象,才能使课堂提问更为科学有效呢? In the “classroom teaching effectiveness research ” practice activities, we found that teachers lack the research and thinking on the choice of questioning objects: in order to quickly get more complete answer focused on the top students; question middle school students as a reference system for teaching; Criticism of the classroom questioning after graduation to maintain classroom discipline, resulting in the classroom questioning can not highlight the key, targeted, difficult to find problems in teaching. So, how to choose the question object in order to make the class questions more scientific and effective?