课堂提问是课堂教学活动的有机组成部分,课堂提问是教师诊断学生学习状况,有效改进教学的基本手段.一、提问要有目的性在数学教学中,为什么要问.预先设计的问题要有明确目标:或为引入新课,或为教学前后联系,或为突破教学难点,或为引起学生争论,或为总结归纳等等.例如,在讲“三角形边的性质”时,针对总结归纳三角形边的性质,可设计这样的问题,“如果任意给出三条线段,它们一定可以组成一个三角形吗?”通过此设问可组织学生进行讨论及动手操作,可以帮助学 Classroom questioning is an integral part of classroom teaching activities. Classroom questioning is a basic means for teachers to diagnose student learning and effectively improve teaching. First, questions must be purposeful in mathematics teaching, why should we ask. Pre-designed questions should be clear Objectives: To introduce new lessons, or to connect before and after teaching, or to break through the teaching difficulties, or to cause students to argue, or sum up, etc. For example, when summing up the “triangle nature”, The nature of triangles can be used to design such questions. If three lines are given arbitrarily, can they form a triangle?" Through this question, students can be organized for discussions and hands-on activities.