笔者曾对本乡镇小学数学课堂提问数量进行过一次统计,35堂数学课中竟有21堂提问超过25个,有的教师一节数学课提问竟达四十多次,即平均每分钟就有一个提问.类似“是不是”“对不对”之类无思考价值的提问大量存在.有的教师没有紧扣教学目标设计提问,不分主次难点,不管是否有疑,只是一味地问,使学生处于消极被动的答问状态.有的课堂表面上很热闹,师生之间一问一答,似乎贯彻了新课程师生交往互动的理念,但仔细揣摩,发现许多问题的设计流于形式,对学生缺少有效的引导.随声附和的回答并不能反映思维的深度,有时甚至掩盖了真正的无知,这样的提问对培养学生的学习能力是无效的.因此,提问一定要求精. I once had a count of the number of questions in the township elementary school mathematics class, 35 math classes as many as 21 questions in more than 25, some teachers as many as forty times a question in mathematics, that is, there is an average of one minute Questions like “is not right,” “right” like a lot of non-thinking questions exist, some teachers do not closely follow the teaching objectives design questions, regardless of primary and secondary difficulties, whether or not in doubt, just blindly ask, so that students Passive and passive question and answer state.Some classes are very lively surface, a question and answer between teachers and students, seems to implement the new curriculum interaction between teachers and students concept, but carefully figured out and found that many problems of the design flow in the form, Lack of effective guidance to students.Echo echoed the answer does not reflect the depth of thinking, and sometimes even cover up the real ignorance, such questions to develop students’ learning ability is invalid.Therefore, the question must ask for precision.