[背景]在小学数学课堂提问中存在着种种不良现象,其主要表现为:教师未能根据学生实际设计问题,课堂提问带有一定的盲目性和随意性;部分教师的问题设计或课堂提问针对性不强,未能围绕学生的疑点设问和提问,在教学时临时发问,或随口发问,或随处发问,课堂提问效率较低;部分教师的教学仍然以讲授为主,用教的过程代替了学生学的过程,学生的主体作用得不到充分发挥,学习能力和思维能力偏低;多数教师没有留给学生思考、质疑的时间和空间,导致 [Background] There are various kinds of unfavorable phenomena in the elementary mathematics classroom questioning. The main manifestations are as follows: the teacher fails to design the question according to the students ’actual situation, the class questions have certain blindness and randomness; some teachers’ question design or the class questions Sex is not strong, failed to ask questions and questions around the students’ suspicions, temporary questions in teaching, or casually ask questions or ask questions at any time, the efficiency of classroom questions is low; part of the teaching of teachers is still mainly teaching, teaching process instead of The students learn the process, the main role of students can not give full play, learning ability and thinking ability is low; most teachers did not give students thinking, questioning the time and space, resulting in