纵观课堂教学,预设的教学目标最终能否达成与提问设计的有效与否密切相关。本文将结合具体的教学实例,探索在“支架”指引下推进教学目标生成的教师提问设计。一、提问设计的准确性提问设计的准确性要求问题紧扣教学目标。以《孔繁森》教学为例,这堂课的提问设计均要围绕“结合文本内容让学生把话说具体”展开。在教学本课时,由教师引导学生接触文本开始,让学生以“谁做了什么”(“孔繁森抚养孤儿”)的语言形式概括故事的主要内容,随着提问设计 Throughout classroom teaching, the ultimate goal of teaching whether the final design and questioning is closely related to the effectiveness of the design. This article will combine specific teaching examples to explore the design of teachers’ questions in order to promote the teaching goal generation under the guidance of “Bracket ”. First, the accuracy of questions asked Design questions asked the accuracy of the design requirements of teaching objectives closely linked. Take “Kong Fansen” teaching as an example, the questions and designs in this class should be based on “combining the text content to let students speak specific ”. When teaching this lesson, the teacher guides the student through the text and begins with a summary of the main content of the story in the language of “Who Do What” (“Kong Fan Sen Rearing Orphan”), with question design