The fundamental purpose of classroom questioning is to let students acquire new knowledge and cultivate their ability. Therefore, when designing questions in a class, we should grasp the key and difficult points of this class, and figure out which questions to ask and what purpose these questions should achieve. With a clear purpose, questions can be targeted and get twice the result with half the effort. If we deviate from this point, it will often lead to "asking questions is meaningless and boring", which will affect the classroom teaching effect and the development of students' ability. In classroom questioning, we should pay full attention to the setting of questions, proceed from students' reality, and let students accept them, which is enlightening. In the teaching process, the teacher's role is to guide and inspire, not to force or replace. Asking questions should be beneficial, enlightening and thoughtful. Teachers' questions should be an incentive for students to think and benefit from them. If they think deeply, they will benefit more, and if they think shallowly, they will benefit less. Don't ask uninspiring or worthless questions, but avoid asking, "Do you understand? Do you know that?/You know what? Will it? " Wait a minute. This is an impromptu question. Teachers should be good at setting problem situations according to the "inspiration points" of textbooks and students' actual situation, constantly asking questions with intellectual value and moderate difficulty, and guiding students to think positively.
Second, properly grasp the opportunity to ask questions.
The research shows that although the number of questions in a class is uncertain, it is very important to accurately grasp the timing of questions. When and what questions to ask, the teacher must design them before class. If you can ask questions at the right time and temperature, it will have a very good effect; It can mobilize students' emotions, enliven the classroom atmosphere, ensure the quality of thinking and improve the teaching effect. It is also found that the opportunity to ask questions in class usually occurs in the following situations: first, when students know, feel and want to express their communication; Second, when students are suspicious, confused and want to ask questions; Third, when students' learning emotions need to be stimulated, regulated and expressed; The fourth is to promote students' self-awareness, self-evaluation and confidence multiplication. If teachers can accurately grasp the above questioning opportunities, the effectiveness of classroom questioning will be greatly improved.
Third, the difficulty of the problem should be moderate.
If the difficulty of the problem is not appropriate, the expected effect of the problem will not be achieved. The appropriate standard is that students must think carefully before they can answer correctly. The famous psychologist Vygotsky divided the development level of students into "existing development level area" and "recent development level area". The former shows that students can solve intellectual tasks independently now. The latter is still in its formative stage, and students can't solve intellectual tasks independently, but with the help of teachers, they can solve some intellectual tasks in group activities and under the guidance of imitation. Therefore, the difficulty of the problem should fall in the "recent development level area" of students. In the classroom, teachers should design reasoning questions, critical questions and creative questions with appropriate difficulty to promote the transformation of students' intelligence from "the nearest development zone" to "the existing development level zone". After class, teachers should collect the opinions of all kinds of students in the class in time, find out their "tastes", find the basis for the difficulty of the questions, and improve the quality of the questions in the future.