随着新课改的不断推进，小学语文课堂正逐步由传统向现代教学模式转型。这一变革的精髓在于教学主体的转变，从以往的教师主导型转变为以学生为核心的教学模式。课堂提问，作为教学中的关键互动环节，其对学生学习效果及思维能力的影响愈发显著。高效提问，作为教师追求的课堂提问的理想状态，需要教师在设计问题时，既考虑到问题的针对性和引导性，又兼顾学生的认知和思维特点，从而提高教学效果。

本研究运用案例研究的方法探索小学语文课堂提问设计与实施的具体策略，选取北京市海淀区Q小学五年级语文教研组组长H老师的9个课题共22节课，筛选出高效提问108个，综合采用观察法、访谈法和实物分析法收集研究资料，探讨教师在小学语文阅读和习作中不同类型高效提问的典型特征、设计与实施方法，并结合实际的教学案例总结小学语文课堂高效提问的教学要点。

从知识维度而言，阅读教学的高效提问分为文章内容、文章写法和阅读策略，其中关于文章内容的提问最多；关于阅读策略的提问最少。本研究聚焦记叙文和说明文两类文本的阅读教学。记叙文教学中，不同题材的记叙文其高效提问的侧重也有所不同。状物类记叙文的高效提问关注事物的核心特征；叙事类着重于事件的关键要素和发展脉络；写人类关注描写方式对人物形象的刻画；写景类则着眼于文章的语言表达与景物特点之间的内在联系。说明文教学中，高效提问旨在理解文本内容和把握说明文写法。习作课堂的高效提问从知识维度分为审题立意、选择素材、组织素材和语言表达四个方面，其中“组织素材”类的数量最多。从认知维度而言，小学语文阅读和习作教学的高效提问均可分为理解与分析、迁移与应用、评价、创造四类。在阅读教学中，理解与分析类的高效提问数量最多，创造类的高效提问数量较少。在习作教学中，评价类的高效提问数量最多，创造类的高效提问数量较少。

高效提问设计与实施的关键在于明确教学目标、体现不同课型特点和不同文体特征，为学生指明学习路径。

With the continuous advancement of the new curriculum reform, the primary school Chinese classroom is gradually transforming from traditional to modern teaching mode. The essence of this change lies in the transformation of the teaching subject, from the previous teacher-led to student-centered teaching mode. Classroom questioning, as a key interactive link in teaching, has an increasingly significant impact on students ' learning effect and thinking ability. Efficient questioning, as the ideal state of classroom questioning pursued by teachers, requires teachers to take into account both the pertinence and guidance of the problem and the characteristics of students ' cognition and thinking when designing questions, so as to improve the teaching effect.

This study uses the method of case study to explore the specific strategies for the design and implementation of primary school Chinese classroom questioning. A total of 22 lessons were selected from 9 topics of teacher H, the leader of the fifth grade Chinese teaching and research group of Q primary school in Haidian District, Beijing, and 108 efficient questions were selected. The research data were collected by observation method, interview method and physical analysis method, and the typical characteristics, design and implementation methods of different types of efficient questioning in primary school Chinese reading and writing were discussed. Combined with the actual teaching cases, the teaching points of efficient questioning in primary school Chinese classroom were summarized.

From the perspective of knowledge dimension, the efficient questioning of reading teaching is divided into article content, article writing and reading strategies, among which the questioning of article content is the most; questions about reading strategies are the least. This study focuses on the reading teaching of narrative and expository texts. In the teaching of narratives, the focus of efficient questioning of narratives with different themes is also different. The efficient questioning of adverbial narratives focuses on the core characteristics of things; narrative focuses on the key elements and development context of the event; write about the description of human attention to the portrayal of characters; scenery writing focuses on the internal relationship between the language expression of the article and the characteristics of the scene. In expository text teaching, efficient questioning aims to understand the text content and grasp the writing method of expository text. From the knowledge dimension, the efficient questioning in the writing class is divided into four aspects: topic conception, material selection, organization material and language expression. Among them, the number of ' organization material ' is the largest. From the perspective of cognitive dimension, the efficient questioning of primary school Chinese reading and writing teaching can be divided into four categories: understanding and analysis, migration and application, evaluation and creation. In reading teaching, the number of efficient questions in the understanding and analysis class is the largest, and the number of efficient questions in the creation class is less. In the teaching of writing, the number of efficient questions in the evaluation class is the largest, and the number of efficient questions in the creation class is less.

The key to the design and implementation of efficient questioning is to clarify the teaching objectives, reflect the characteristics of different classes and different stylistic features, and point out the learning path for students.