问题是数学的心脏。不同类型的问题,由于学生现实起点的不同,或多或少都会产生多元化的生成性资源,使课堂改变预期的运行轨道,呈现新的表现形态。然而往往在重视师生交往互动生成的教学过程中,我发现许多教师不在意学生的生成性资源,在互动过程中的再提问效果不佳。具体表现在:(1)问题的设计没有目的性,缺乏对生成性资源的整体把握;(2)问题的设计没有针对性,不能很好地利用学生的生成性资源展开进一步教 The problem is the heart of mathematics. Different types of problems, due to the different starting points of students, produce more or less diversified generating resources so that the classroom can change the expected orbit and show new forms of performance. However, often in the process of teaching which emphasizes the interaction between teachers and students, I find that many teachers do not care about the students’ generating resources and do not ask questions again in the interactive process. Specifically: (1) the design of the problem has no purpose and lacks the overall grasp of the generative resources; (2) the design of the problem is not specific and can not make good use of the students’ generative resources to further teach