作为课堂教学的重要形式,提问已成为教师教学活动的自觉行为。然而,有些教师在设计问题时偏离学生的认知水平,影响提问效果,具体表现如下:一、问题情境脱离学生的生活经验,导致学生无法解读情境信息有些教师在设计问题时,凭自己的想象创设问题情境,导致情境过于虚化或过于生硬,造成情境无法为学生学习新知提供服务。例如,在上《经济生活》中的“市 As an important form of classroom teaching, questioning has become a conscious act of teachers’ teaching activities. However, some teachers deviate from the cognitive level of students in design problems and affect the effectiveness of questioning. Specific performance is as follows: First, the situation from the students life experience, resulting in students unable to interpret situational information Some teachers in the design of problems, with their own imagination The creation of a problematic situation results in a situation that is too virtual or overly rigid, rendering the situation inaccessible to students learning new knowledge. For example, in the ”economic life“ in the ”city