数学课堂教学中,我们常常会选择用问题来作为开启学生数学思维阀门的钥匙,用问题来给学生的思维插上飞翔的翅膀,从而使学生学会自己发现问题、分析问题、解决问题,实现思维的升华。可以说,课堂提问的好坏,直接影响到整个课堂教学的效果,高质量的课堂提问成了每位教师努力追求的目标。然而,事实上,我们的课堂提问却常常存在严重的随意性,主要表现为以下三个方面:①表面性提问:旨在追求热闹场面,要求一问齐答,表面轰轰烈烈,实则空空洞洞。②习惯性提问:问题未经精心设计,每讲一两句便 In mathematics classroom teaching, we often choose to use the question as the key to open the students’ mathematical thinking valve, and use the question to insert the wings of the students into the thinking so that students can learn to discover the problems, analyze the problems, solve the problems and realize the thinking Sublimation. It can be said that the quality of the questions in the class has a direct impact on the effectiveness of the entire class teaching. High-quality class questions have become the goal that every teacher pursues. However, in fact, our classroom questions often have serious randomness. They are mainly manifested in the following three aspects: ①Surface Questioning: The purpose is to pursue lively scenes, asking questions one by one, surface vigorousness, but actually empty and empty. ② habitual questioning: the problem without careful design, every one or two sentences