小学语文教学中,科学的课堂提问能够多维度地激活学生思维,为全面提升教学品质奠定坚实基础。对于小学低年级的学生,他们思想单纯,思维宽度不够,而且对待教师的提问缺少拓展意识。因此,教师要改变习惯做法,利用个性思维去启迪学生,通过对提问方式进行优化,来帮助学生从不同角度实现思维突破,形成个性认知。一、选择问点,明确问题目的性课堂提问的设计直接关系着教学课堂的成与败。教师需要精心寻找问题设计的支撑点,对教材进行深度解读分 In primary Chinese teaching, scientific classroom questions can activate students’ thinking in many dimensions and lay a solid foundation for improving teaching quality in an all-round way. For the students in the lower primary school, they are simple in thinking and not enough in width of thinking. They also lack the awareness of expanding their questions on teachers. Therefore, teachers should change their habits and practices, use personality thinking to enlighten students, and optimize the way of asking questions to help students to make breakthroughs in thinking from different perspectives and form their own personal cognition. First, the choice of question, a clear question The design of the purpose of the classroom questions directly related to the success and failure of the classroom teaching. Teachers need to carefully look for the issue of design support points, depth interpretation of teaching materials