美国教学法专家斯特林·G·卡尔汉认为:“提问是教师促进学生思维、评价教学效果以及推动学生实现预期目标的基本控制手段”。~([1])因此,要上好一节课,教师必须经过精心设疑,将学生引入知识探索之中,促进学生积极思考、发展学生思维能力、激发学生学习兴趣。而根据国内外的调查显示,一般教师每节课的有效提问占56%,也就是说,一堂课上还有44%的提问是低效的或者是无效的~([2])。本文笔者就数学课堂中的有效设疑类型谈一下自己的认识。1巧设情境,引生入胜这种设疑,一般在引入新课时用。新课程倡导“情感引动,问题驱动”~([3])。它的作用就是设置情境悬 Stirlin G. Calhan, an expert in pedagogy in the United States, believes that “questioning is a fundamental control tool used by teachers to promote students ’thinking, evaluate teaching effectiveness, and promote students’ achievement of their desired goals.” Therefore, to have a good class, teachers must carefully set their suspicions and introduce students into the exploration of knowledge so as to promote students ’positive thinking, develop their thinking ability and stimulate students’ interest in learning. According to the surveys conducted at home and abroad, 56% of the valid questions are given by the average teacher in each lesson, that is, 44% of the questions in a lesson are either ineffective or ineffective ([2]). In this paper, I talk about my understanding of the effective type of suspicion in mathematics classroom. A clever situation, intriguing this kind of suspicion, usually in the introduction of a new class. New Curriculum Advocacy “Emotional Motivation, Problem Driven ” ~ ([3]). Its role is to set the situation hanging