Abstract: Improving the effectiveness of questioning in mathematics classroom is a problem that every teacher is very concerned about and must solve. Mathematics class is a wonderful class, and the way of asking questions in class should be flexible, eclectic and not simple and inflexible. In the teaching process, what kind of questioning methods should be adopted should be treated according to specific problems, and consistency cannot be forced. However, as the initiator, math teachers should firmly grasp the basic principle of asking questions in math class-effectiveness. Key words: math class, classroom questioning, improving effectiveness and methods. Educator Tao Xingzhi said: "The starting point is to ask questions." Students' thinking is like a calm lake. Asking questions in class is like throwing a stone into the lake to make students' thinking active. Keeping the whole classroom in a "dynamic" state, the quality of classroom questioning design is one of the main factors of classroom teaching effect. The design of classroom questioning is multifaceted, multi-angle and multi-level. Here only from the "students' thinking interest" to do some discussion and preliminary research. Teachers can stimulate students' interest in learning, develop students' ideas and open the floodgates of students' thinking by properly handling classroom questions and exploring the interest of teaching materials, which is an important way for students to learn new knowledge and for teachers to effectively complete the task of enriching blood. First, inspire thinking and stimulate interest. Educational psychologists believe that students' thinking process begins with problems. Zhu Dui said, "If you have doubts, you will move forward. ".It can be seen that setting doubts is very important. It can touch students' psychology, make students feel suspicious and confused, thus stimulating students' thinking and arousing students' interest. For example, for the area of a trapezoid, you can ask the following questions first: (1) How to find the area of a rectangle? (2) How to find the area of parallelogram? What figure does it need to be converted into to find its area? (3) Find the triangle area. What graphics do you need to convert? (4) From the above thinking, how to find the area of trapezoid? What figure can you turn it into? In fact, students' thinking has completed a reasoning process. In their thinking, it is natural to deduce the known problems one by one, and naturally get the trapezoidal area. Asking questions in this way can help college students understand contradictions, stimulate their desire to explore knowledge and stimulate their interest in thinking. Second, use contradictions to stimulate interest. Educator Bloom put it well: the best stimulus of learning is interest in the materials learned. With contradictions, there will be problems. Putting forward and analyzing contradictory questions can stimulate students' thirst for knowledge and arouse their interest in learning content. For example, if we go to the store to buy things, if the price of a pencil is 0.20 yuan, how much does it mean? Health: Twenty cents. Teacher: 2 points are in yuan, and the propulsion rate of yuan and angle is 10. How to express it and why? Health: 0.2 yuan. Teacher: That is to say, 0.20 yuan and 0.2 yuan both represent 20 cents, which means 0.20=0.2. What does this equation mean? Health: Add "0" or remove "0" from the unknown number, and the size of the decimal remains the same. Teacher: Yes. But why write 0.20 instead of 0.2 yuan when the price is marked? Similarly, if a pen is priced in 3 yuan, why should it be written as 3.00 yuan instead of being directly marked as 3 yuan? At this moment. Students will enter the classroom with curious, contradictory and active thinking. Third, the design of "traps" and active atmosphere Whether the classroom atmosphere is active or not is directly related to the quality of teaching. Only an active atmosphere can stimulate students' curiosity and thirst for knowledge and enter the maze of knowledge unconsciously. For example, when teaching "Year, Month, and Day", ask: "An old man had his15th birthday on February 29th, 2000. Ask grandpa how old he is this year. "Such a seemingly simple question, starting from the perceptual knowledge of students' birthdays every year, will definitely make contributions and answer" 15 years old ". The answer didn't feel right, and then the teacher said, "Grandpa 15 years old, how old is his son?" Since he is a grandfather, how old is the grandson? " The whole class was in uproar. Teacher: "From this, we can see that Grandpa's age 15 is wrong, so how old is he after his 15 birthday party?" "In a warm atmosphere, students pay attention to the teacher's answer with curiosity and thirst for knowledge. Teacher: "if students want to know the correct answer and truth, they will naturally understand after we study today's knowledge together." "(Title on the blackboard: Year, Month, Day) For another example, I have just finished learning the knowledge of internal angles of triangles, and I have designed two questions: (1) What is the sum of internal angles of each small triangle after a large triangle is divided into two small triangles on average? (2) Put three small triangles together to form a big triangle. What is the sum of the internal angles of a big triangle? At this time, among the students vying to raise their hands to speak, I specially asked several students with poor foundation to answer, but this received excellent results. Student: The answers of 90 degrees and 540 degrees have caused great controversy. They raised their hands to speak, and the atmosphere was warm. This kind of mathematical knowledge explained by students' mouths not only deepens students' memory, but also gets twice the result with half the effort. In the teaching process, "questioning" is not only a teaching method, but also a teaching art. To master this art, teachers should think, analyze and optimize Qin Ying's classroom questioning, so as to "ask" students' thinking, "ask" students' passion and "ask" students' creation. Therefore, it has become a problem worth studying. A good way to ask questions should focus on the process of stimulating students' thinking, rather than rushing to get results. Teachers should try their best to create thinking conditions for students through reasonable and effective questioning. Students should be encouraged to use their brains and strive to cultivate their ability to analyze and solve problems. As the saying goes, a good question is like a stone stirring up a thousand waves, so that students are immersed in the ripples of thinking; Another example is a village with a bright future, so that students can feel the fun of thinking in the process of exploring epiphany. So how can we arouse students' interest in positive thinking? The quality of teachers' "questions" here is very important. So how to improve the quality of questioning in our math class? I think we can consider it from the following aspects. (A) to have a clear classroom questions must be clear and definite. Teachers' purposeful questioning can stimulate students' subjective consciousness and encourage them to actively participate in learning activities, thus enhancing the motivation of learning. According to the needs of classroom teaching, the design points to clear problems. (2) To be interesting, children's curiosity is the best motivation for learning. When designing problems, we must pay attention to children's strong self-esteem and curiosity to design problems. Note that teachers should use harmonious, caring, interesting and vivid tone and intuitive and novel teaching AIDS to stimulate students' interest in learning and improve their enthusiasm for thinking. Don't punish students with questions, deliberately find some difficult questions to ask. This can only dampen students' enthusiasm for answering questions, imprison their thinking and hobbies, and create a dull and lifeless classroom teaching atmosphere. (3) The design of logic questions should be in accordance with the logical order of the course, taking into account the students' cognitive level, step by step, from the outside to the inside, step by step, so that students can actively think, gradually reach the correct conclusion and understand the conclusion. If you turn the table upside down and ask questions casually, it will only disturb the students' thinking order and even make them confused. For example, the lesson of Statistics. In the new class, the students failed to tell me from the statistical chart that there are two more monkeys than pigs, and I failed to give further guidance. It is the teacher's guidance when practicing, and then the students can speak very well. If effective guidance can be given in the new teaching, I believe that students will not have such problems in practice and can know directly. Therefore, fully prepare lessons and consider when and what content should appear. Everyone should be curious about novelty. The same question is plain, neither novel nor unfamiliar, but "the same old tune", and students' enthusiasm for learning and participation can be imagined. On the contrary, if we change the angle of questioning and refine the methods of questioning to make students feel fresh, what will happen to their enthusiasm and participation in learning? That kind of scene must be what many teachers have been longing for and pursuing, a harmonious classroom with activities. For example, in the previous practice class, I did it section by section and found that the atmosphere was not what I wanted at all, and the students didn't want to listen at all. How can a freshman do that? Later in class, at the beginning, I said, "Today, we will have a major breakthrough. A * * * has eight levels. Do you have confidence? Let me see which children can persist to the end and become winners today. " Students will be very active in it. (5) It should be fully oriented to all students. Take good care of it and form a whole study. The appropriateness of classroom questioning directly affects the teaching effect. Valuable questions can inspire students to think deeply, stimulate their curiosity, guide them to ask new questions, cultivate their cognitive ability and thinking quality, and promote their all-round and harmonious development. The way to ask questions. Reduce blindness and stress practical results. Seize the opportunity, ask questions where there is doubt, ask questions for all students, with moderate difficulty, give emotion and create an atmosphere. The forms of questions should also be diversified, such as inductive questions, heuristic questions, comparative questions, stepped questions and so on. (6) Design several questions flexibly around the teaching center, key points and difficulties. However, the teaching process is a process of information exchange between teachers and students. No one can predict what will be lost in the process of bilateral communication between teachers and students. Once there are problems, teachers must be required to deal with dynamically generated teaching activities flexibly. Design some body temperatures on site to regulate and improve teaching and learning activities. It is normal for students to make mistakes when answering the teacher's questions. Teachers can quickly and accurately judge students' answers and make use of them, making them new mathematical resources, allowing teachers to flexibly grasp the classroom and generate new questions. (7) there must be evaluation. No matter what kind of classroom, evaluation has almost become an indispensable part. Mathematics curriculum standards point out that the evaluation of students' mathematics learning should not only pay attention to students' understanding and mastery of knowledge and skills, but also pay attention to the formation and development of students' emotions and attitudes; We should not only pay attention to the results of students' learning, but also pay attention to their changes and development in the learning process, so as to help students know themselves and build their self-confidence. Therefore, teachers should pay attention to the evaluation of students' answers and give affirmation from different angles with deep feelings. If the answer is correct: "You are amazing! Your findings are really different! " Of course, there are many ways to ask questions in class, involving many details and questions. It is not enough to consider only the above aspects. As Einstein said, "It is often more important for students to ask a question than to solve it." Today, it has become a new topic to cultivate students' innovative consciousness and practical ability through multi-dimensional effective questioning. It still needs to be discussed, studied and gradually improved, and our research will never stop.