在课堂的师生互动中，有效的提问能够帮助学生集中注意力，激发学生思考，促进师生
互动，以及检测评估学生的学习情况。然而如何提高课堂提问的有效性，这不仅是传统课堂 的一大难题，也是笔者在线上教学遇到的一大瓶颈。本文基于
LingoAce 线上汉语教学平台， 结合笔者的教学实践，收集了汉语中级综合课 4 位教师的线上汉语录课视频，每个课时大概 55 分钟，共计
220 分钟，在观察视频的同时将其转写为语料，着手研究线上中级汉语综合课 课堂提问的有效性。
本文将线上教学课堂提问与线下教学课堂提问进行对比之后,结合线上国际中文教学的特
点,初步设计了评价线上国际中文教学教师课堂提问有效性的量表（适用于中级汉语综合
课）。基于语料从教师提问预设、提问数量、提问类型、提问内容、提问后的等待时间、以
及提问后教师反思等角度对课堂提问有效性进行剖析。通过研究发现，汉语教师比较缺乏有
关提问的理论储备，在提问预设阶段缺少将提问与线上教学的特殊性相结合，提问时缺乏适
应线上教学的语音与文字等多样化相结合，提问后的反思阶段反思方式的有效性有待提高，
因此影响了线上课堂提问有效性。最后针对线上课堂有效提问存在的问题提出一些建议。
In the interaction between teachers and students in the classroom,
effective questions can help students focus their attention, stimulate
students' thinking, promote teacher-student interaction, and detect
and evaluate students' learning status. However, how to improve the
effectiveness of classroom questioning is not only a major problem in
traditional classrooms, but also a major bottleneck encountered by the
author in online teaching. This article is based on the LingoAce
online Chinese teaching platform and combined with the author's
teaching practice. It collects online Chinese lesson videos of 4
teachers of intermediate comprehensive Chinese courses. Each class
period is about 55 minutes, totaling 220 minutes. While observing the
videos, Transcribed into corpus, we started to study the effectiveness
of classroom questioning in online intermediate Chinese comprehensive
courses. After comparing online teaching classroom questioning with
offline teaching classroom questioning, and combining the
characteristics of online international Chinese teaching, this article
preliminarily designed a scale to evaluate the effectiveness of online
international Chinese teaching teachers’ classroom questioning
(applicable to intermediate comprehensive Chinese classes). Based on
the corpus, the effectiveness of classroom questioning is analyzed
from the perspectives of teacher's question preset, number of
questions, type of questions, content of questions, waiting time after
asking, and teacher's reflection after asking. Through research, it is
found that Chinese teachers lack theoretical reserves related to
questioning, lack of combining questioning with the particularity of
online teaching in the preset stage of questioning, and lack of
diversified combination of pronunciation and text to adapt to online
teaching when asking questions. The effectiveness of the reflection
method in the final reflection stage needs to be improved, thus
affecting the effectiveness of online classroom questioning. Finally,
some suggestions are put forward to address the problems existing in
effective questioning in online classes.
