课堂提问,既是教学中教师最为常用的课堂组织形式之一,也是行之有效的教学方法之一。在高中数学课堂中,设置有效的数学问题,不仅能调动学生的学习积极性,引导学生参与到教与学的活动中来,而且还有利于学生主体性的体现,实现知识和能力的双丰收。但是在实际的教学过程中,教师的问题往往流于表面,随意性大,不能环环相扣,根据学生的认知规律,逐步推进,再加上提问方式方法上选择不当,导致提问的活动,并没有起到应有的作用。那 Classroom questioning is not only one of the most common forms of classroom teaching for teachers in teaching, but also one of the effective teaching methods. In senior high school mathematics classroom, to set up effective mathematics problems can not only arouse students ’enthusiasm for learning, guide students to participate in activities of teaching and learning, but also benefit the students’ subjectivity and realize double harvest of knowledge and ability. However, in the actual teaching process, teachers ’problems tend to be superficial, arbitrary and can not be interlocked. Gradually advance according to the students’ cognitive rules. In addition, the improper selection of questions and methods leads to the questioning activities , Did not play its due role. that