在语文新课程理念的指导下,课堂提问不仅作为一种教学方法,还被作为了解学生学习活动、掌握知识情况的反馈手段。然而,在实际的课堂教学中,提问存在着许多误区,造成了课堂教学的冷场,甚至效率的低下。因此,本文着重分析语文课堂教学提问中存在的三大误区,以此提高课堂提问的有效性,充分发挥学生的主体地位。 Guided by the concept of Chinese New Curriculum, the classroom questioning not only serves as a teaching method, but also serves as a feedback tool for understanding students’ learning activities and acquiring knowledge. However, in the actual classroom teaching, there are many errors in the question, resulting in the cold field of classroom teaching, or even inefficient. Therefore, this article focuses on the analysis of the three major errors in Chinese classroom teaching questions, in order to improve the effectiveness of classroom questions and give full play to students’ dominant position.