The problem should not be too big. Good problem situations can not only improve students' enthusiasm and arouse their enthusiasm for learning, but also play a multiplier role in improving classroom efficiency. However, if the problem is too big and broad, students will easily "digress" and it is difficult to be introduced into the right track of classroom learning, resulting in a waste of classroom teaching time and low classroom efficiency.

Questions should be valuable. In many classes, teachers are still used to asking questions casually, such as: Is this question a function question? Should this mixed formula be included in brackets first? In retrospect, there is really no need to ask these questions. If students don't think deeply, the excitement and dynamics in the classroom are superficial. We should always reflect: Is my question valuable? Can this kind of question inspire students' "fighting spirit"?

Ask questions to stimulate students' enthusiasm for learning. It is necessary to ask questions to make students question, form cognitive conflicts, and then stimulate students' enthusiasm for learning. Inspire students' questions with teachers' questions, and let students ask questions in middle schools and schools, which will trigger an internal, lasting and powerful attraction.

There must be a method for asking questions, but there is no fixed method. There are many ways and methods to ask questions in class, which need to be discussed and applied by teachers in teaching practice. Good questions can stimulate students' interest in exploring mathematical problems, activate students' thinking and lead them to wander in the kingdom of mathematics. We teachers should be conscientious, set questions on key points, key points and difficult points, fully mobilize students' thinking and improve the teaching efficiency of mathematics classroom.