How to improve the effectiveness of questioning in junior high school mathematics class is a common teaching skill for teachers and students in the teaching process. Teachers should grasp one of the actions after teaching and ask effective questions. What is effective classroom questioning? Effective questioning refers to questions that can arouse students' interest in learning. Teachers' questioning ability will directly affect the development of classroom learning activities, and then affect the effect of teaching activities. Questioning is particularly important in junior high school mathematics class, but students in junior high school are relatively passive in thinking because of the lack of knowledge capacity and understanding ability. At this time, our teachers need to guide and inspire them by asking questions, and promote the operation of their thinking, so as to achieve the purpose of acquiring and deepening knowledge. However, in junior high school math class, many teachers are aware of the importance of asking questions, but they fail to master the ways and methods of asking questions. How to make classroom questioning more effective? Classroom questioning skills mainly refer to teachers' basic knowledge, experience and skills in dealing with the interaction between teachers and students, including the timing of questioning, the choice of questioning objects, the direction and concentration of questioning content, the mastery and application of non-verbal behaviors and non-cognitive factors when teachers ask questions, and the skills of regulating the time of question-and-answer activities. Questioning is one of the ways to realize teaching feedback, the basis of teacher-student interaction, and the method and means to inspire students' thinking. Therefore, questioning plays an important role in teaching. Teachers' questioning ability will directly affect the development of classroom learning activities, and then affect the effect of teaching activities. (1) Ask questions clearly and accurately. This is the basis to realize the effectiveness of questioning in junior high school mathematics classroom. Educational psychology believes that students' cognitive ability is the basis of learning, while the cognitive level of students in lower grades of primary schools is still in the primary stage of development. Teachers should be able to foresee students' ability and design good questioning terms. First of all, the language of questioning should be close to children's language. The process of students answering teachers' questions can be regarded as the process of obtaining, processing and using information. Whether the student can think effectively about the teacher's question depends on whether he understands the meaning of this sentence. For example, "add and subtract ten integers" allows students to observe the theme map and ask: What information did you find? Most children don't understand and don't know how to answer. A child timidly raised his little hand and replied, "There are three classmates and one teacher." Hearing the students' answers, I quickly asked, "Do you know how many math books and Chinese books there are?" The children raised their little hands and scrambled to answer. From this example, we can see that the first question is too general, students don't understand the word "information" and the purpose of asking questions is not clear. The second question is more specific. The child understands what the teacher asks and what I should answer. Secondly, teachers should use as few complicated sentences as possible when asking questions. The purpose of asking questions is to create a thinking platform for students to test their mastery and application of knowledge, rather than let students spend too much time analyzing what the teacher's questions mean. Some teachers like to pretend to be mysterious, but I don't think it's necessary for junior high school math class. If a variety of questioning expressions only make students think in the same way, then it is best to use simple and clear sentences to avoid increasing students' unnecessary thinking and wasting limited time in class. (2) Questioning in class should vary from person to person. According to the level of knowledge and ability, students can generally be divided into excellent students, average students and poor students. Excellent students have relatively good knowledge, strong ability and active thinking. They can answer the teacher's questions actively and smoothly. Therefore, it is beneficial to the smooth progress of teaching to require excellent students to respond quickly to difficult and relatively demanding questions. Middle school students' knowledge quality and ability base are "less than the previous session" and "more than the next session", so we should ask some relatively mild questions that are conducive to improving their conscious participation, so as to promote their all-round development; For poor students, teachers should pay attention to asking two or more students whose grades are quite different at the same time. The teacher asked the students with poor grades to make the main answer, the students with good grades to make supplementary answers, and the teacher made the correct answers himself. This answer has a demonstration effect. Frequent use of this method can significantly promote the enthusiasm of underachievers, mobilize their enthusiasm for learning, improve their self-confidence, and enable all students to get advanced and backward development. Every teacher faces students with very different basic knowledge, intelligence level and personality habits. In order to make classroom questioning achieve the expected effect, it is necessary to teach students in accordance with their aptitude and set questions for different objects. First of all, in terms of personality, some students are bold and lively; Some students are timid and introverted. For timid and introverted students, they should be better prepared and spend more time answering questions. If the answer is correct, give it a warm praise. If the answer is wrong, besides correcting the mistake, we should also give positive affirmation, encouragement and support to the correct place. Most of those bold and lively students are a little sloppy, so we should seriously criticize their common faults. Secondly, in the depth and breadth of asking questions, we should also consider students' basic knowledge and intelligence level. For students with low ability, questions should be simple and direct, so as to enhance self-confidence and courage to overcome difficulties. When the answer is difficult, the teacher should help patiently. We should be persuasive and guide them to solve their own problems. For students with strong ability, it should be difficult to cultivate their thinking ability by asking questions. And in the process of solving difficult problems, stimulate their curiosity and satisfy their sense of accomplishment. I think the effectiveness of asking questions lies in how many students can think correctly and give correct answers after the questions are thrown. If we want to stimulate the activity of their thinking through difficult problems, then the teaching place of teachers should not be the classroom, but the competition field; If only a few students can answer questions, then we can only say that such questions are a means of selecting talents. In classroom teaching, teachers pay attention to students' acquisition of knowledge, and questioning plays a role in helping students better understand knowledge. Therefore, questions must start from the overall level of students, taking into account the disadvantaged groups who have difficulties in class collective learning. The difficulty of asking questions should be appropriate, and at the same time, students should be given space to explore. If the difficulty is too large or too small, the effectiveness of asking questions will be reduced. For example, the application of two-step calculation method in teaching. (3) Non-verbal behaviors are: facial expression, body posture and posture when teachers ask questions, and the spatial distance between teachers and students. These can support, modify and replace the feelings and attitudes that are difficult to express in speech acts. For example, students can get a hint from the teacher's facial expression whether answering questions is correct or not, and they can tell whether they are trusting, encouraging, impatient or disdainful from the teacher's eyes, which can enhance or weaken students' self-confidence in answering questions. The spatial distance between teachers and students will affect the dialogue and knowledge transfer between teachers and students. How many stamps do Xiaoming and Xiao Junyi have? Will use one hand to represent Xiao Ming, one hand to represent Xiao Jun, and then make a closed posture, students can easily understand the addition. When doing subtraction, children will understand that subtraction should be done by removing one hand from the closed two hands. (D) Encourage students to ask questions and advocate interactive questioning. The new teaching concept requires breaking the traditional teaching mode of teachers' initiative and students' passivity and advocating interactive teaching. Here, this kind of interaction can also be transferred to the questioning in junior high school mathematics classroom. Junior students learn passively. If the teacher always asks and the students always answer in class, they will always rely on the teacher in thinking, and only think when there is a problem, which is not conducive to the cultivation of students' thinking ability. Junior students are in the stage of being curious about things. Teachers can make use of their own characteristics at this stage to ask questions interactively in class, which can stimulate their positive thinking about problems and cultivate their ability to find, ask and solve problems. This can not only promote the development of students' thinking, but also maintain the intentional attention in class and stimulate students' interest in mathematics. (5) Pay attention to step-by-step questioning, and guide students to systematically explore the book of learning: "A good questioner is like tackling a problem, the first one is easy, and then the procedure." This is an important principle, that is, asking questions should have a gradient, easy first and then difficult, which conforms to students' cognitive law and allows students to "jump" or pick fruits with appropriate force. Therefore, the difficulty of asking questions in class should be moderate, not too difficult, otherwise students will lose confidence in learning, unable to maintain their persistent inquiry psychology, and thus lose the value of asking questions. In mathematics learning, sometimes some things are difficult to think about, and it is difficult for students to draw conclusions at once. In teaching, we can break down these difficult problems into several "small questions" suitable for students to answer step by step. These small problems revolve around the same knowledge point, from the shallow to the deep, and are interrelated, so that students' thinking can develop in depth according to a certain level, so as to have a correct understanding of the new knowledge as a whole. For example, the application of multiplication, addition, multiplication and subtraction in teaching. The bookshelf has three floors, and each floor has eight books. Divide these books among six students equally. How many books does each student have? I designed the following questions. 1, which books do these books refer to? 2. How many books are there? 3. How many copies were assigned to each student? Through solving problems step by step, students gradually understand the solution of two-step calculation application problems, and clarify the thinking of a class of problems. Of course, teachers should also have teaching tact in asking questions in class. When there are problems in the process of asking questions, they can keep up with the crisis, adjust and modify the questions in time, change the level of the questions, and ask questions again for students to answer.