提问是高中语文课堂教学中一种最为常见的教学手段，它作为进行双向交流、实现师生互动的有效方式，对课堂教学是否高效有着直接的影响，所以多年来有关课堂提问的研究层出不穷。随着2017年新课标的颁布，以及新课改的推进，人们的视角开始发生巨大的变化，关注点由既定的教学目标逐渐地转向真实的教学过程，重心转移到如何通过课堂提问来回答教师怎么教和学生怎么学这个难题上。于是，怎样行之有效地进行课堂提问就成了当下最热门的话题，也成了本研究的立意所在。 本研究以国内外教师课堂提问的研究为基石，以维果茨基的“最近发展区理论”与布鲁姆的“教育目标分类学理论”为理论基础，以观察法、访谈法与问卷法为研究方法，以提问过程观察表、教师访谈提纲与学生调查问卷为研究工具。本论文通过对常熟G高中的6位高中语文教师及其所任教学生的课堂提问情况进行研究，旨在了解该校高中语文课堂提问的现状，发现其中存在的问题，进而找到适合常熟G高中语文课堂提问的策略。 笔者在汇总了课堂观察结果、归纳了教师访谈内容与统计了学生问卷情况之后，从教师和学生这两个方面分别去分析高中语文课堂提问中存在的问题。其中，教师存在的问题涉及教师的问题类型、提问顺序、选答方式、停顿时间、理答行为这些方面；学生存在的问题涉及学生的解答水平、答问范围、应答对象、回答行为、自主提问这些方面。 在此基础上，笔者又从改善教师提问现状和改善学生提问现状这两个角度分别提出了相应的对策。前者在让设问更合理、让发问更科学、让候答更适宜、让理答更有效、让反思更到位这五方面陈述了意见；后者侧重从引导学生提问这个方面给出了建议。笔者提出这些策略，以期日后能帮助教师们有效地进行课堂提问，以及激发学生的思考以促进学生更好地开展语文学习。

Questioning is one of the most common teaching methods in high school Chinese classroom teaching. As an effective way of two-way communication and teacher-student interaction, it has a direct impact on the efficiency of classroom teaching. So there's been a lot of research on classroom questions over the years. With the promulgation of the new curriculum standards in 2017 and the promotion of the new curriculum reform, people's perspectives began to change dramatically. The attention shifted from the established goals to actual teaching, and the focus shifted to how to answer the difficult question of how to teach and how to learn through classroom questions. Therefore, how to effectively ask questions in class has become the most popular topic at present, which has also become the idea of this study. This study based on research on classroom questioning by teachers at home and abroad, with based on vygotsky's"zone of proximal development theory", and bloom's "taxonomic theory of educational goals", and with the observation method, interview method and questionnaire survey as the research methods. In addition, observation table of questioning process, outline of teacher's interview and student's questionnaire were used as research tools. This paper studies the classroom questioning situation of six senior high school Chinese teachers in Changshu G high school, aiming to understand the current situation of Chinese classroom questioning in high school, finding out the existing problems, and then finding out the strategies to adapt to changshu G high school Chinese classroom questioning process. After summarizing the classroom observation results, the teacher's interview content and the statistics of the students' questionnaires, the author analyzes the existing problems in the high school Chinese classroom questions from the two aspects of teachers and students. Among them, the problems of teachers are as follows: the type of questions is not advanced, the order of asking questions is not flexible, the way of choosing answers is not appropriate, the pause time is not enough, the form of evaluating answers is not appropriate; The problems of students are as follows: low level of answer, concentrated range of answer, fixed object of answer, passive behavior of answer and lack of asking question independently. On this basis, the author puts forward the corresponding countermeasures from the two perspectives of improving the status quo of teachers' questions and students' questions. The former states opinions on how to ask more reasonable questions, how to ask more scientific questions, how to wait more appropriate, how to evaluate more effective, how to reflect more profoundly. The latter gives advice on how to guide students to ask questions. The author puts forward these strategies in the hope of helping teachers to ask questions in class effectively in the future, and encouraging students to think so as to promote students to learn Chinese better.