课堂提问作为教学活动的一部分，对教学效果和学生学习能力的提升起着至关重要的作用。它不仅可以帮助教师了解学生的掌握程度和理解程度，撞击学生思维，还可以激发学生的学习兴趣和主动性。然而，职前教师由于还未真正走上教育岗位，还不能完全掌握课堂提问的技巧和方法，教学效果也因此受到了影响。因此，为了帮助职前教师尽快提升课堂提问的技巧和能力，我们需要明确职前教师这一群体的集体特征，找出他们在课堂提问方面存在的具体问题。

基于此，本研究提出以下问题：中学数学职前教师的课堂提问的特征是什么？中学数学职前教师课堂提问存在的问题及原因是什么？如何提升中学数学职前教师的课堂提问水平？

本研究采用了课堂观察法、案例分析法以及文献研究法，根据课堂提问的特点，将提问分为提问目和提问内部结构两个方面，并通过教师课堂观察、录像等方式收集数据。通过人工对数据进行整理和分析，得出以下结论：

(1)职前教师在提问当中无效提问较多，提问方式需要进一步改善；

(2)职前教师在提问内部结构方面缺乏对台阶式和总分式的使用，而在由浅入深、解剖知识结构类问题的设置方面也有欠缺，需要加强学习和提高教学技能；

(3)职前教师巩固式原则落实尚有欠缺，巩固性问题的形式单一且数量较少，尤其是在知识的深化与校正方面。

根据研究结果，本文分别从职前、职后以及职前教师自身提出了九条帮助他们提高课堂提问能力的策略：入职前，职前教师所在学校应结合实际教学，提高数学专业课程的实用性和实践性；强化教学实践环节，提供更多的实践机会；平衡数学课程与教育类课程的比重，注重教育类课程的学习；入职后，职前教师所在单位应提供更多观摩和学习的机会，给予职前教师学习的机会；提供有针对性的培养，减少形式化培养；在自身方面，职前教师扎实备课，要多向老教师学习，并多与学生沟通；职前教师应加强理论和实践的结合，积极参与科研活动；职前教师应积极参与高质量的教育观摩活动和各种教学技能比赛，丰富自己的经验；职前教师应总结不同类型知识的提问模式，以提高自己在课堂上的提问效果。

Classroom questioning is an essential part of teaching activities and plays a crucial role in improving teaching effectiveness and students' learning ability. It not only helps teachers understand students' mastery and comprehension but also stimulates students' learning interest and initiative. However, pre-service teachers, who have not yet stepped into the education profession, may not fully grasp the skills and methods of classroom questioning, which may affect the teaching effectiveness. Therefore, to help pre-service teachers improve their skills and abilities in classroom questioning as soon as possible, we need to identify the collective characteristics of this group, identify specific problems in classroom questioning, and find ways to improve their questioning abilities in secondary school mathematics.

This study uses classroom observation, case analysis, and literature research methods, and divides questioning into two aspects: questioning objectives and internal structure of questioning based on the characteristics of classroom questioning. Data were collected through teacher classroom observation and video recording, and analyzed manually. The following conclusions were drawn:

(1) Pre-service teachers use many ineffective questions, and their questioning methods need to be improved.

(2) Pre-service teachers lack the use of the stair-step and total-score methods in questioning, and they also lack the setting of questions that involve progressively deeper understanding and dissecting of knowledge structures, which needs to be strengthened through learning and teaching skills.

(3) Pre-service teachers' implementation of the consolidation principle is still inadequate, with a single form and a small number of consolidation problems, especially in deepening and correcting knowledge.

Based on the research results, this paper proposes nine strategies to help pre-service teachers improve their questioning abilities, including pre-entry, post-entry, and self-strategies. Schools where pre-service teachers are located should improve the practicality and practicality of mathematics courses, strengthen the teaching practice component, provide more practical opportunities, balance the proportion of mathematics courses and education courses, and focus on education courses. After entry, the school should provide more observation and learning opportunities for pre-service teachers, give them learning opportunities, and provide targeted training to reduce formal training. In terms of self-strategies, pre-service teachers should prepare thoroughly for lessons, learn more from experienced teachers, and communicate more with students. They should also actively participate in research activities, education observation, teaching skills competitions, and summarize questioning patterns for different types of knowledge to improve their questioning effectiveness.