判断一堂语文课质量的高低,关键在于课堂的生成。而课堂生成内容的多少,质量的高低,与教师的提问质量密切相关。从大量的优秀教学案例中,我们不难发现:名师们总是善于运用巧妙的提问方式,促成学生思维向深度发展,使课堂出新出彩。美国喀麦隆大学莫里教授在《课堂教学技能》一书中,将问题分为事实性、经验性、创造性和评价性四类。下面笔者就深度提问设计在这四类问题中的不同策略做出论述。一、事实性问题设计突出新发现 To judge the quality of a Chinese lesson, the key lies in the formation of the classroom. The number of classroom generated content, quality level, and the quality of the teacher’s question is closely related. From a large number of outstanding teaching cases, we can easily find: Teachers are always good at using clever questioning, to promote the development of student thinking to the depth, so that the classroom a new color. The United States, Cameron University, Professor Morrie in the “classroom teaching skills,” a book, the problem is divided into four categories of factuality, empiricism, creativity and evaluation. The following author on the depth of question design in these four issues in different strategies to make a discussion. First, the design of factual issues highlight new discoveries