两千多年前,孔子的启发式教学开创了有效提问的先河,古希腊教育家苏格拉底也提出“讽刺”(不断提出问题使学生陷入矛盾之中)、“助产”(引导学生,使学生通过自己的思考得出结论)。在今天,数学课堂成为课堂交流的重要方式,无论是课题的导入、知识的讲解、数学题的求解,都离不开课堂提问。但纵观我们的课堂,有的提问效果好,有的效果欠佳,有的无效,为何产生此大的差异?笔者结合自身的教学实践,就数学 Two thousand years ago, Confucius' heuristic teaching set a precedent for effective questioning. The ancient Greek educator Socrates also proposed “irony” (putting forward questions to keep students in conflict), “midwifery” (Guide students so that students come to conclusions through their own thinking). Today, mathematics classrooms become an important way of classroom communication. Whether it is the introduction of subjects, the explanation of knowledge, the solution of mathematical problems, it is inseparable from the questions in the classroom. However, looking at our classroom, some questions are effective, some are ineffective, and some are ineffective. Why is there such a big difference? The author combined his own teaching practice to study mathematics