有效教学是实施新课程改革以来备受老师关注的话题之一。课堂提问是组织课堂教学的中心环节,提问的艺术算是课堂教学的艺术之一,有效的课堂提问可成为学生创造力培养的桥梁、火种与催化剂。因此,生物学教师理应讲究提问的艺术性,以灵活多变、循循善诱的提问来激发学生的主观能动性,使学生渐入学习佳境。而新课程背景下不少课堂教学中提问的设计缺乏科学依据,大大降低了课堂提问的有效性,致使出现了课堂提问的低效或无效现象。改革课堂提问的方式,正确把握课堂提问的原则,优化课堂提问的策略应该是广大生物教师积极探讨与研究的又一中心内容。 Effective teaching is one of the topics that has drawn the attention of teachers since the implementation of the new curriculum reform. Classroom questioning is the central part of classroom teaching. Questioning art is one of the art of classroom teaching. Effective classroom questioning can become a bridge, catalyst and catalyst for the cultivation of students’ creativity. Therefore, the biology teacher should pay attention to the artistic nature of the question, with a flexible and follow the example of good questions to inspire students’ subjective initiative, so that students gradually get better learning environment. However, under the background of new curriculum, many questions in classroom teaching are lack of scientific basis, greatly reducing the validity of the questions in the classroom, resulting in inefficient or invalid questions in the classroom. Reforming the way of asking questions in class, correctly grasping the principle of questioning in class, and the strategy of optimizing classroom questioning should be another central content of the active discussion and study of biological teachers.