关于提问策略的有效性，国外学者主要集中在提问的标准和内涵上。努南（19

Regarding the effectiveness of questioning strategies, foreign scholars mainly focus on the standard and connotation of questioning. Noonan (1991) believes that the effective question is that students can actively organize answers and thus actively participate in the learning process. Effective questioning techniques enable students to answer questions related to the question. Conversely, if the student is silent for a long time in class, or only good students can answer, then the question may have questions (Ur, 2000). Marylou Dantonio and Paul C. Beisenherz (2006) believe that only by answering students ’questions, organizing core questions and proper processing questions can effective questions be constructed. The key question of teaching strategy is not only to ask questions, but also to understand the nature and function of the question. Its focus is to build the necessary individual thinking to help teachers plan effective questions.

Regarding the effectiveness of the question strategy, foreign scholars mainly focus on the standard and connotation of asking questions. Noonan (1991) believes that the effective problem is that students can actively organize their answers and thus participate actively in the learning process. Effective questioning skills enable students to answer questions related to questions, whereas if they are silent for a long time in class, or if only good students can answer them, the question may be problematic (Ur, 2000). Marylou Dantonio and Paul C. Beisenherz (2006) argue that effective questions can only be built by answering student questions, organizing core questions, and proper processing questions. The key problem of teaching strategy lies not only in asking questions, but also in understanding the nature and function of the problem. Its focus is on building the necessary individual thinking to help teachers plan effective problems.

As for the effectiveness of questioning strategies, foreign scholars mainly focus on the criteria and connotation of questioning. Nunan (1991) believes that the effective question is that students can actively organize answers and participate in the learning process. Effective questioning skills enable students to answer questions related to questions. On the contrary, if students are silent for a long time in class, or only good students can answer questions, then questions may exist (ur, 2000). Marylou Dantonio and Paul C. beisenherz (2006) believe that only by answering students' questions, organizing core questions and properly processing questions can effective questions be constructed. The key problem of teaching strategy is not only to ask questions, but also to understand the nature and function of questions. It focuses on the construction of necessary individual thinking to help teachers plan effective problems.<br>