好课是问出来的。课堂上,学生的个体差异、年龄特征和知识水平决定了课堂上难免存在一定的偏颇,缺陷乃至失误,教师在实施教与学的过程中,如果仅仅只是一味地鼓励,简单地重复和机械地催问,那么学生的认识也同样局限于他们自己的回答,课堂的生成显得单一、肤浅,教学活动缺少应有的深度和活力。有效的课堂追问能培养学生学习数学时积极的情感态度,促进其思维的发展,提高数学素养。 Good lesson is asked. Classroom, individual differences in students, the characteristics of age and knowledge determine the class inevitably there is some bias, defects and even mistakes, teachers in the process of teaching and learning, if only just blindly encourage, simply repeat and mechanically Asking questions, then the student’s knowledge is also limited to their own answer, the classroom appears single, superficial, teaching activities lack the depth and vitality. Effective classroom questioning can cultivate students’ positive emotional attitude while learning mathematics, promote the development of their thinking and improve their maths accomplishment.