课堂提问是问题教学法的主要教学环节。史蒂文斯(R·Stevens)对课堂提问的研究结果表明,教师在讲课过程中每分钟大约问2~3个问题,提问的有效与否直接影响到课堂教学的质量。日本教育家斋藤喜博甚至将课堂提问称为“教学的生命”。实践中,真正善于提问的教师可谓凤毛麟角。据此,笔者针对《历史与社会》课堂问题的有效设计略陈管见。一、新意:有效问题设计的生命线 Classroom questioning is the main teaching method of problem teaching method. Stevens’s research on classroom questions shows that teachers ask about 2-3 questions every minute during the lectures, and the validity of questions directly affects the quality of classroom teaching. Japanese educator Saito Kohei even referred to classroom questions as “teaching life.” In practice, really good at asking questions teachers can be described as rare. Accordingly, the author for the “historic and social” classroom design of the issue of the effective management of a little see. First, the new idea: the lifeline of effective problem design