摘要 新课改提倡“自主学习、合作学习、探究学习”的学习方式。课堂上学生的提问行为是学生主动参与课堂学习的一种表现形式，对学生问题意识和创新意识的培养有着至关重要的作用，与西方国家的学生相比，我国学生缺乏问题意识，很少在课堂上主动提问，这与教师课堂教学有着密不可分的关系。本文希望通过对初中学生数学课堂提问状况进行剖析，聚焦教师教学行为对学生提问的影响，分析其中存在的问题并结合具体教学案例进行分析，能够促进教师在教学过程中注重学生问题意识和提问能力地培养，为教师如何优化教学提供一些借鉴和策略。 研究样本来自“MIST-China”项目所录制的常规课堂教学录像，采用课堂评价指标和专家评议法相结合的评价方法选取相对高质量的20位教师每人一节初中数学常态课堂录像。选取相对高质量的常态课堂，使得研究更具有代表性和指导作用。在研究方法上，借助课堂录像，对学生课堂提问的状况进行了定量的分析，在此基础上，利用课堂录像研究方法的优势，从微观层面上对真实地课堂教学情境中学生提问行为进行剖析，诊断学生课堂提问的缺失。 从学生提问状况来看，我国学生课堂提问的情况还是不容乐观，20节数学课堂中只有21个学生提问，并且大部分提问都是属于低水平的呈现型问题。本文聚焦于影响学生提问的教师因素，从教师具体教学行为对学生课堂提问行为的影响出发进行探究，得到的主要结论有： 1.从教学方法来看，绝大多数教师在课堂中主要采用讲授法教学，但往往运用不当，严重影响了学生主动思考和提问的时间。此外，在新课改的背景下，一些新型的教学方法有助于启发学生课堂提问。 2.从提问时机来看，学生课堂提问的发起者基本为学生自己，在笔者观察到的20节课堂录像中，仅有两节课堂中，教师主动询问学生对于刚才所讲的内容是否还有疑问。反映出教师对课堂的控制还是比较严格。 3.从教师的应答态度来看，大部分教师对学生的应答态度都是积极的。从教师回应方式来看，教师对学生提问的回应使用最多的是将答案直接告诉学生。 4.从教师的评价来看，评价方式过于简略。很少有教师在解答或讨论完问题之后对该学生提问行为进行表扬，并鼓励其他同学学习效仿。 最后根据研究的结论，提出了几点促进学生提问的教学建议：1. 创设有效的学生提问的数学情境；2.灵活运用多种教学方法，适时组织学生开展讨论；3. 给予学生提问的机会；4. 灵活对待学生提问；5. 用评价激励学生提问。

ABSTRACT The new curriculum reform advocated “initiate self-learning, co-learning and inquiring learning” learning methods. Students’ asking behavior is the manifestation of they actively participate in classroom learning and plays an important role in cultivating their sense of question posing and creative thinking. Compared with western students, the students in our country lack of problem consciousness and seldom asking questions in classrooms. It is strongly related with teachers’ teaching activity in class. Through the research of students’ questioning situation in the junior middle school mathematics classrooms, analyze influence factors from teachers’ teaching behavior and existing problems with specific cases, it is hoped that the dissertation will promote teachers to pay attention to develop students’ problem consciousness and questioning ability, so as to provide some strategies to teachers on how to optimize teaching. The research samples are regular classroom teaching videos from MIST-China project, on this basis choose 20 high quality classrooms from 20 teachers by using the Instruction Quality Assessment Rubrics developed by Beijing Normal University MIST-China project, and also the samples were chosen by the expert teachers and mathematics researchers after observing the videos. Choose high quality regular teaching videos make the study more representative and guidance. In the studying method, taking advantages of video analysis, students’ questioning situation was analyzed quantitatively. On this basis analyze students’ asking behavior in classrooms from the microcosmic aspect. The results showed that students’ questioning situation in the junior middle school mathematics classroom is worrying, only 21 questions asked by students in 20 classrooms and most of questions are belong to low level presenting questions. This paper focus on analyze students’ questioning influence factors from teachers’ teaching behavior. By exploring teachers’ teaching behavior, concludes are as follows: 1. In view of teaching methods, most teachers mainly used lecturing methods in class but often affected students’ initiative thinking and timing for questions. Under the circumstance of new curriculum reform, some new teaching methods are helpful to inspire students posing questions in classrooms. 2. In view of timing for questions, students themselves are questioning initiators. Only in two classes, teachers gave students chances to ask questions. It reflects that teachers strictly control the classroom. 3. In view of teachers’ response attitude, almost all the teachers faced students’ questions with positive attitude. In view of ways to answer students’ questions, most teachers told the right answers to students directly. 4. In view of teachers’ evaluation, the evaluation methods are usually too brief. Only a fewteachers praised students’ asking behavior and encouraged other students to learn.Based on the conclusions, this research gives some teaching suggestions to teachers: 1. Teachers should create effective mathematical situations in math classes. 2. Teachers are expected to use various teaching methods and organize students to discuss timely in classrooms. 3. Teachers ought to provide students more opportunities to ask questions in classes. 4. Teachers should flexible response to students’ questions. 5. Teachers may use evaluations to motivate students posing questions in classrooms.