在汉语二语综合课教材练习题的设计中，我们发现“根据课文内容回答下列问题”这道练习题中的问题设计存在不符合该练习题题目要求的问题设计。同时结合对教师和学生的调查，我们发现教材中课文问题的使用不尽人意，在实际教学中教师往往难以运用教材中现有的课文问题设计对学习者提问，导致课文问题无法发挥最大训练价值。我们选取六套都有这道练习题的经典汉语二语综合课教材，整理并归纳其中的课文问题，分析其题目和提问语的类型和功能。我们将课文问题题目按照有无提示信息分成三类，尤其是有提示信息的课文问题题目，对其提示信息的类别也进行了具体分析讨论，其中也包括根据答句写出提问语的课文问题题目。同时特别关注课文问题的核心部分即课文问题提问语的设计。我们观察到课文问题提问语在提示信息、人称的使用和开放度这三个方面各有其特点。因此我们对有不同类型提示信息、以不同人称提问和开放度不同的课文问题提问语展开详细地描述，并具体分析其优缺点。

课文问题因其具有客观性又被称为客观问题，在教材中，我们观察到在客观性课文问题提问语中也有主观性课文问题提问语。此类主观性课文问题提问语要求学习者进行主观性表达，与课文内容关系不大。虽然这类提问语设计存在不符合该练习题题目要求的情况，但我们也重点考察了这类提问语的设计。根据该类提问语的内容，将其归纳为观点表述类、理由表述类、措施建议类、假设推测类、理解感受类、经历事实类六种类别并具体讨论分析。

我们发现教材练习题中“根据课文内容回答下列问题”这道练习题中的题目和题目下的提问语设计都都存在忽视二语教学技能训练的要求，过于关注学习者对课文内容的理解。

基于以上分析的问题，我们针对教材中课文问题的编写，结合调查和访谈的结果，提出有关课堂中课文问题的使用的教学建议。同时也提出提高课文问题客观性以强化二语教学形式训练，恰当使用参考课文问题的建议。

When using the exercises in the textbooks of Chinese as a second language, we found that the design of the questions in the exercise “Answer the following questions based on the content of the text” did not meet the requirements and expressions of this exercise. We also found that the use of questions about the text in the textbook was not satisfactory, because teachers often found it difficult to use the existing questions about the text in the textbook to design questions for learners, so that the questions about the text could not fulfill their maximum training value. We selected six sets of classical textbooks of Chinese as a second language, collated and categorized the questions about the text in them, and analyzed the different types and multiple functions of their titles and the phrases of questions about the text. We divided the title of questions about the text into three categories according to the presence or absence of cues, and especially for those with cues, we also analyzed and discussed the categories of cues. This also includes the title which requires the learners utter the questions based on the answer given. Particular attention was paid to the design of the core of questions about the text, the phrases of questions about the text. It was observed that each of the three aspects of the phrases of questions about the text have their own characteristics in terms of cues, the use of personification and the degree of openness. We therefore describe in detail the different types of cues, the use of personification and the degree of openness of the phrases of questions about the text, and analyze their strengths and weaknesses.

Due to its objectivity, the question about the text is also named objective question. In the textbook, we have observed subjective questions mixed in objective textual questions. These subjective questions require learners to express themselves subjectively and have little to do with the content of the text. Although the design of these questions did not meet the requirements of this exercise, we also focus on the design of these questions. Based on the content of these questions, we grouped them into six categories: expressions of opinion, expressions of reasons, suggestions and measures, assumptions and predictions, understandings and feelings, and facts of experience, and discussed and analyzed them in detail.

We found that the titles in the exercise “Answer the following questions based on the content of the text” and the questions under the titles were designed in such a way that they ignored the requirements of skills training of the second language teaching and focused too much on the learners' understanding of the content of the text.

Based on the issues analyzed above and the results of the survey and interviews, we propose pedagogical suggestions for the use of questions about the text. We also bring up some ways to improve the objectivity of the questions about the text in order to strengthen the training of second language teaching forms and the appropriate reference of textual questions.