课堂提问是教师向学生传道、授业、解惑的主要教学手段之一。其方法是多种多样的,按其功能和性质可分为基础型提问和开拓迁移型提问。基础型提问涉及的内容多为课文的基础知识、表现方法、文中的重要内容、各种文体的区别比较等,属记忆性,凭借提问的形式促进记忆,检查记忆。开拓迁移型提问涉及的内容主要是语文规律,以思维性为主,它能引导学生把握事物的特点,必现事物间的联系,进而做出比较与评价。我们平时上课,提问多采用基础型提问中的疏导式、再现式。这是因为疏导式提问有利于课文内容的顺利展开,是教师驾驭课堂进程的有效方式;而再现式提问,主要是为加深印象,加深记忆。在期末上复习课时,提问多采用开拓迁移型提问中的联系式、归纳式、扩散式。如复习议论文,我们往往把整册书甚至多册书的议论文归集起来,然后从纵向横向上进行联系,进行分析比较。又如复习古文中的某些常出现的字词,我们常常把含有某个字词的句子归集起来,从而确定其在不同句子中的不同含义。作为一个 Classroom questioning is one of the main teaching methods used by teachers to teach students, teach industry, and solve doubts. The methods are varied, according to their function and nature can be divided into basic questions and open migration questions. Basic questions involve mostly basic knowledge of texts, expression methods, important contents of texts, and comparisons between various genres. They are memory functions, and they promote memory and check memory by asking questions. The contents involved in the development of migration-based questions are mainly linguistic laws. The main focus is on thinking. It can guide students in grasping the characteristics of things, and must show the connection between things, and then make comparisons and evaluations. We usually go to class and ask more questions in the basic type questions. This is because the ease of questioning is conducive to the smooth development of the content of the text, is an effective way for teachers to control the process of the class; and reproducible questions are mainly to deepen the impression and deepen the memory. When reviewing the class at the end of the period, the questions are mostly contact, inductive, and diffuse. If we review argumentative papers, we tend to group together the arguments of the entire book or even more than one book, and then link them from vertical to horizontal. Another example is to review some of the frequently-used words in ancient texts. We often gather sentences containing certain words to determine their different meanings in different sentences. as a