从建构主义、可理解性输入理论和互动理论几个角度论述提问在大学英语课 堂的积极作用, 为增强大学英语教学效果提供理论依据和实践意义。课堂提问是 主要的课堂交流活动之一,也是增强学生课堂学习效果和帮助教师达到教学目标的 重要手段。提高课堂提问的有效性, 教师应注重课堂提问预设的有效性、课堂提 问时机的有效性、课堂提问方式的有效性、课堂提问内容的有效性。

From the perspective of constructivism, comprehensible input theory and interaction theory, this paper discusses the positive role of questions in college English classes, providing theoretical basis and practical significance for enhancing college English teaching effect. The classroom questioning is not only one of the main class-communication activities, but also the important means which enhances the study effect of students and helps the teacher to achieve the teaching goal. To improve the effectiveness of classroom questioning, teachers should pay attention to the effectiveness of the preset、the timing、the method and the content of classroom questioning.

摘要
Abstract
一、有效课堂提问的内涵界定
二、课堂提问的理论依据
三、课堂提问的类型及现实意义
四、课堂提问普遍存在的问题
    (1) 转变教师的教学理念 课堂不是教师独自展示自己的舞台, 课堂中的问与答应该是交互式的。
    (2) 加强学生问题意识的培养问题意识源于理性的批判精神。
    (3) 鼓励并积极应对学生提问。
References

• LEI YINGZI(Dongbang Culture University. South Korean, Yichun University. China) | 雷莹子