多年的教学实践,经常会遇到这样尴尬的情形:感觉是一堂精彩的语文课,学生举手踊跃,发言积极,但是专家评论说教师设计的问题肤浅,没有思维容量,这不是一堂好课;而教师设计出有思维容量、有深度的问题,学生往往目瞪口呆,教师让学生小组讨论,学生站起来往往答非所问,效果欠佳,专家评点说课堂沉闷,没有很好完成教学目标。因此把握好语文课堂活动设计的提问是摆在我们语文教师面前一个亟待解决 Many years of teaching practice often encounter this awkward situation: the feeling is a wonderful Chinese lesson, students are enthusiastic about their gestures and make positive speeches. But experts commented that teachers’ problems are superficial and have no thinking capacity. This is not a good lesson. The teacher designed a thinking capacity, there are deep problems, students are often stunned, the teacher let students group discussions, students often stand up and ask non-effective, the effect is poor, experts say that the classroom dull, did not complete the teaching objectives. Therefore, grasping the design of the Chinese class activities, the question is placed in front of our language teachers an urgent need