“提问法是语文教学的常规武器。”(钱梦龙语)思维永远是从问题开始的,没有问题思维就将停止。教师对提问作用的认识,对问题的设计以及提问中的行为等,都关系到语文课堂提问的效果。人们常说:“知道如何提问就等于知道了如何教学。”但是,纵观我们的语文课堂提问,还存在着种种弊端。一、透视语文课堂上的“不智”之问1.提问目的缺乏指向性提问目的不明确已经成为影响课堂教学效率的头号杀手:有的提问从头到尾围绕故事情节转圈,对文本的语言精髓视而不见;有的提问为了突出语文学习的感悟性,往往过于笼统,如:“你读懂了什么?”“读了课文后,你想说点什么?”“谁能读出‘雄伟壮丽’的感觉吗?”教师可能对每一篇 “The questioning method is a routine weapon for teaching Chinese.” (Qian Menglong language) thinking is always from the beginning of the problem, no problem thinking will cease. Teachers’ understanding of the role of questioning, the design of questions and the behavior of questioning are all related to the effect of questioning in Chinese class. People often say: “Knowing how to ask questions means knowing how to teach.” But looking at our Chinese class questions, there are still many drawbacks. First, the perspective of the language class in the “unwise” question 1. Question the purpose of a lack of directional questions Ambiguity has become the number one killer affecting the efficiency of classroom teaching: some questions around the story from beginning to end, the text of the Some of the questions in order to highlight the perception of language learning are often too general, such as: “What do you read? ” “After reading the text, you want to say something?” “Who can Read the feeling of ’majestic’? ”Teachers may be on every one