語文課堂中，「提問」是培養聆聽、說話、閱讀、寫作等語文能力的催化劑， 由於語文能力有別與訓練重點的取捨，後續教學時有關r提問」的目標、範圍、類 型、作法和功能等安排，自然也會有所差異。此外，吾人應思考在各種條件的制 約下，如何讓「提問」具體的發揮其功能與效果，否則人云亦云、人作亦作，徒 具形式，「提問」就只能是教學理論書中的一段空談而已了。筆者嘗試以自創的 「湖心投石」閱讀教學模式為例，詳細的談談「提問」在「設定提問的目標」、「確 立提問的範圍」、「考慮提問時的要素」和「學生從被問到自問」等項目的規晝與 實施相關問題。

“Questioning” is an activator for training up the ability of listening, speaking, reading and writing in language classes. Since language ability is distinct from training focus, the use of questioning will vary depending on relevant objectives, scopes, types, practices and functions in teaching. In addition, it is important to consider how to maximize “questioning” in various conditions to save it from being all talk in books packed with teaching theories. On the basis of the reading model “Hu-Xin-Tou-Shi” proposed by the author, key issues on questioning addressed in detail include programming and implementation of objective setting, scope ensuring, element identifying, and students5 transformation from being questioned to asking questions.