Teachers should fully consider the actual situation of students when designing problems. The questions should not be too difficult or too easy. Try to design questions that make students "jump". Because too easy questions will make students lose interest in mathematics, too difficult questions will make students lose confidence, affect the effect of classroom teaching, and over time, it will also dampen students' enthusiasm for learning.

2. Pay attention to the language of questions and be accurate.

Soviet educator Suhomlinski said: "Teachers' high language literacy is an important condition for rational use of time, which largely determines the efficiency of students' mental work in class." This requires teachers: the language of classroom questioning should be not only scientific, but also artistic and accurate. Teachers should be good at carefully designing and refining inspiring, accurate and challenging mathematical language, and the questioning language should be rigorous, concise, exquisite and unambiguous.