教师应结合学生实际水平，考虑不同学生各自相应的回答能力，从而提出难以水

Teachers should take into account the actual level of students and consider the corresponding ability of different students to ask different questions. When teachers target students with different foundations and personalities, the design of the question should focus on the students 'actual use of the course standard, and based on the structure of the textbook and students' cognitive ability, ask questions reasonably. Take a shallow to deep, easy to difficult, and step-by-step approach to students with learning difficulties, break down the problem into several coherent goals with gradients, and help answer the complete understanding in one or more steps. For students with strong learning ability, when it comes to asking questions, you can choose more difficult and challenging questions, so as to stimulate the interest of these students in inquiry and thinking.

Teachers should combine the actual level of students, consider the corresponding ability of different students to answer, so as to raise difficult level of different questions. When teachers are targeting students with different foundations and personalities, the design of the problem should pay attention to the students' actual basis on the standard, according to the structure of the teaching material and the students' cognitive ability, reasonable questioning. Take a step-by-step approach to learning difficulties, and break down the problem into coherent goals with gradients, and help answer a complete understanding after one or a few steps. For students with strong learning ability, when dealing with questions, it is difficult to choose more difficult and challenging questions, thus stimulating the interest of such students in inquiry and thinking.

Teachers should consider different students' corresponding answering ability according to their actual level, so as to put forward different questions. When teachers are aiming at students with different foundations and personalities, the design of questions should pay attention to the fact that students are based on the curriculum standard, and set reasonable questions according to the structure of teaching materials and students' cognitive ability. For the students with learning difficulties, we should take a step-by-step approach from shallow to deep, from easy to difficult, to break down the questions into several goals with gradient coherence, and help them to complete the understanding after one or several steps. For students with strong learning ability, when it comes to questions, they can choose more difficult and challenging questions, so as to stimulate such students' interest in inquiry and thinking.<br>