国外关于提问的关注最早可以追溯到古希腊哲学家、教育家苏格拉底。他提出

Foreign concern about questioning can be traced back to the ancient Greek philosopher and educator Socrates. The "Socratic Method" he put forward is to make the questionee aware of his own ignorance and omissions through a series of ingenious questions, so as to stimulate his desire for knowledge, inspire his thinking, and then summarize his own conclusions. Domestic research on questioning can be traced back to Confucius, a famous educator and thinker in the Spring and Autumn Period and Warring States Period. He believed that "suspicion is the beginning of thinking, and the end of learning", and he proposed "not to be angry, not to be angry, not to send." From the perspective of questioning, Confucius and Socrates have the same skills in the same way. Since ancient times, many scholars have explored and studied the theory of "questioning" and put forward different viewpoints. The author, through combing the domestic and foreign literature, separately learned from the classroom The classification research of questioning, the function of questioning in class, the problems existing in questioning in class, and the techniques and strategies of questioning in class are reviewed.

Foreign concerns about questioning can be traced back to Socrates, an ancient Greek philosopher and educator. The "Socratic Method" put forward by him emphasizes that through a series of ingenious questions, the respondent is made aware of his ignorance and omissions, so as to stimulate his desire for knowledge, inspire his thinking, and then summarize his own conclusions. As for the domestic research on questioning, it can be traced back to Confucius, a famous educator and thinker in the spring and Autumn period and the Warring States period. He believes that "Doubt is the beginning of thinking and the end of learning", and put forward "don't be angry, don't be sentimental". Confucius and Socrates have the same point of view in questioning. Since ancient times, many scholars have paid attention to "questioning" Through combing the literature at home and abroad, the author summarizes it from four aspects: the classification research of classroom questioning, the function of classroom questioning, the problems existing in classroom questioning and the technology and strategy of classroom questioning.

The concern about foreign questioning can be traced back to Socrates, an ancient Greek philosopher and educator. His "Socratic method" is to emphasize that through a series of clever questions, the questioner can realize his ignorance and omissions, thus stimulating his desire for knowledge, inspiring his thinking, and then summarizing his own conclusions. As for the domestic research on questioning, it can be traced back to Confucius, a famous educator and thinker in the Spring and Autumn Period and the Warring States Period. He believes that "the beginning of doubt and thinking is the end of learning", and he puts forward "don't be angry or angry, don't let go". Confucius and Socrates have the same effect in the viewpoint of questioning. Since ancient times, many scholars have explored and studied the theory of "questioning" and put forward different viewpoints. By combing the literature at home and abroad, the author summarizes the classification research of classroom questioning, the function of classroom questioning, the problems existing in classroom questioning and the techniques and strategies of classroom questioning.