Classroom questioning is the main form of heuristic teaching in primary school mathematics teaching and the core of "effective teaching". In primary school mathematics classroom teaching, asking questions is very important. Improve the application level of classroom questioning technology: Educational psychology believes that students' thinking process often begins with asking questions. As the old saying goes: learn to think, and think from doubt. Halmos, a famous American psychologist, said: The problem is the heart of mathematics. With questions, thinking has a direction; With problems, thinking has motivation; With questions, thinking is innovative. It can be seen that putting forward a good math question is an important link to enhance the effectiveness of asking questions in math class. Here are several kinds of effective questions: First, exciting questions. "Interest is the best teacher." Proper questioning can stimulate students' interest in learning, make them full of curiosity, become "knowledgeable" and consciously devote themselves to learning. A stone stirs up a thousand waves, in which the stone is the teacher's "problem" and the wave aroused is the student's interest in learning. Second, heuristic questions. Asking questions and seizing opportunities are the most important. Therefore, teachers are required to be familiar with teaching content, understand students, accurately grasp teaching difficulties, gain insight into students' psychology in classroom teaching, and be good at grasping opportunities. Asking questions should be enlightening, to the point and convincing, which is the key. Where are the places where students are prone to doubt? Why are there doubts? How to beat about the bush and make it go away? These problems require teachers to think carefully and design carefully. Third, the association problem. Like heuristic questions, the significance of associative questions lies in arousing learning and thinking. The difference is that heuristic questions focus on inspiration and the expansion of thinking breadth, while associative questions focus on the vertical extension of thinking. Fourth, comparative questioning This is a very direct and intuitive way of asking questions. For example, when teaching the lesson "Area and Area Units", how should teachers prepare for drawing area units? Eight small squares of the same size make a rectangle, 16 small squares of the same size make a square, and 10 small squares of the same size make a triangle. Students judge the size and get: square area > triangle area > rectangle area. Then, the teacher showed a set of data. The triangle area is 10, the rectangle area is 6, and the square area is 4. Students judge again: triangle area > rectangle area > square area. After discussion and analysis, it is impossible to judge the size of the small squares that students feedback as rectangles, triangles and squares. This sudden analysis leads to the unit of area at once, so that classroom thinking can continue smoothly. In short, there are still many skills to ask questions in class, such as driving questions and serial questions-questions are interlocking and promoted layer by layer; Divergent questioning-around a problem, causing students to think from different angles; Induce questions and so on. Only by studying hard, mastering everything and using various questioning methods flexibly can teachers make use of students to actively explore the source of knowledge and tap their own knowledge treasures. Only in this way can students be brought into a new ideological realm, and students can focus on the process of solving problems with great interest, thus making classroom teaching artistic and improving the efficiency of classroom teaching.