提问是对外汉语听力教学中教师经常使用的教学策略，提问策略不仅仅是教师考察学生是否听懂的一项检测手段，更是刺激学生产生目的语的重要工具。问题的类型与分配、提问策略的使用以及对学生回答的反馈等因素对听力课堂教学的有效性息息相关。因此，提问水平的高低直接影响听力教学的质量，这就要求教师能够在听力教学中合理地使用提问策略。 本文通过对北京师范大学中级听力课的课堂观察、录音记录及转写以及访谈的调查方式，分别对教师课堂提问的问题类型、问题分配方式、反馈情况进行了统计与分析，真实呈现了中级听力课堂中教师提问策略的使用情况。同时，根据可懂输入假说理论以及互动假说理论，结合相关数据分析，针对提问前的问题设计、提问时的策略使用、提问后的教师反馈提出一些建议，希望对优化中级听力课程的教师提问策略有所借鉴。

Asking questions is a teaching strategy that be always used by teacher in the listening class of teaching Chinese as a foreign language. Questioning strategy is not only a method that assess whether students understand the listening materials by teachers, but also a significant way to stimulate the students to produce outputs. The pattern and distribution of questions, the usage of questioning strategy, and the feedback of questioning significantly impact the effect of class teaching. Therefore, the quality of teacher’s questioning directly affects the listening class, which requires that the teacher can use questioning strategy reasonably in teaching listening class. This paper veritably reflects the use of teacher’s questioning strategies in the intermediate listening class of teaching Chinese as foreign language by means of viewing and recording real classes and investigating with interview, and analyze the statistic data of questioning pattern, questioning distribution, and questioning feedback. Meanwhile, this paper will give some advice about the design of question, usage of questioning strategies, and teacher’s feedback at the basis of the result combined with the comprehensible input theory and interaction hypothesis theory with the hope that helpful to optimize teacher’s questioning strategies.