提问数量大而效率低是拖累高中语文阅读教学效率的首要因素之一。同时，在阅读教学中，被滥用的“多元解读”策略造成了教学观念的混乱，导致学生在阅读课中并未学到系统化的阅读技能。造成这一系列问题的原因是教师处理教材的水平不高和教学思路不清晰，为了寻求解决方法，笔者开展了本研究。 本研究采用案例研究的方法，选取北京市某示范中学高二年级X班和其任课教师L老师为案例，用深入细致课堂观察和深度访谈，研究这位老师在阅读教学中如何有效地设计和实施提问，以提高阅读教学的效率。 研究发现，运用“主问题”教学法设计高中语文课堂提问是行之有效的方法。在设计主问题时，可以从文章内容、文章形式、文章结构三个维度入手，提问文章内容又可以从提问文章的层次层意、文章的关键细节、分析重要内容、透过现象问本质等方面着手。问题链则是辅助主问题教学的好工具，根据主问题的需要，可以设计并列式、递进式、延伸式三种类型的问题链，使课堂教学有张有弛，既广且深。运用主问题和问题链教学对于提高阅读教学效率的作用是显著的，只要合理安排提问的过程、保证问题本身的质量、贴合学情和紧扣文本提问，学生就会获得良好的学习体验，感到学有所获。

Large number of questions and their low efficiency are principal drags on the efficiency of high school Chinese reading teaching. At the same time, in the teaching of reading, the abuse of teaching strategy——encouraging students to express their "multi-dimensional interpretation", is causing confusion. As a result, students fail to learn systematic reading skills in the course of reading. This series of problems are caused by teachers' low level of handling teaching materials and their unclear teaching ideas. In order to find solutions, the author carried out this study. This study adopts the method of case study and selects class X of grade two of a famous high school in Beijing and its Chinese teacher L as the case. With meticulous classroom observation and in-depth interview, this study studies how the teacher effectively design and implement questioning in the reading class, so as to improve the efficiency of reading teaching. The study found that designing "key questions" is an effective way to implement classroom questioning in high school’s Chinese reading class. When designing the key questions, we can start from the three dimensions of contents of the article, form of the article and structure of the article. To questioning the content of the article, we can also start from the meaning of the article’s layers, the key details of the article, the analysis of the important content, and the essence behind phenomena. Question chain is a good tool which can help assist “key question” teaching approach, according to the type of the key question, we can design paratactic type, advance type, outspread type question chains, make classroom teaching wide and deep. The use of key questions and question chains plays a significant role in improving the efficiency of reading teaching. As long as the process of asking questions is reasonably arranged, the quality of the questions themselves is guaranteed, the students will get a good learning experience and feel that they have gained something.