随着新课改的纵深推进,一些行走在课改前沿的教师不仅自己精心设计课堂提问,而且竭力鼓励学生质疑,并且以学生的问题作为展开教学、研读文本的抓手,可见课堂提问“源于学生”已经从认识层面进入了实践层面。但是如果我们仔细审视当下的课堂教学,就会发现一些教师常常盲目地围着学生的问题转,而不管这些问题到底有没有探究的价值。因此,实践中很有必要对这一现象进行纠偏,以提高教师现场应对学生质疑的能力,确保课堂提问的有效性。一、分类“众”问题,形成“类”问题学生在自主质疑时,会从各个维度提出不同的问题,这些问题 As the new curriculum reform progresses further, some teachers who are walking on the frontiers of curriculum reform have not only designed their own classroom questions carefully, but also tried their best to encourage students to question them. As a starting point for their teaching and reading, From the students “has entered the level of practice from the understanding level. But if we look closely at current classroom teaching, we find that some teachers often switch blindly around students’ questions regardless of the value of these questions. Therefore, in practice, it is necessary to rectify this phenomenon to improve the ability of teachers to respond to students’ questions in the field and ensure the validity of the questions in the classroom. First, the classification ”public “ questions, the formation of ”class " questions Students in their own questions, will raise different dimensions from all dimensions of these issues