Specific to the design of each question, the habit of designing questions by science teachers in all subjects is directly aimed at the teaching content of each lesson itself, so it is unrealistic to provide a unified template. Therefore, when it comes to the design process of specific problems, there are two main aspects: one is the criteria for judging the effectiveness of the problems, and the other is to provide scaffolding for cultivating good problems. Teachers can design problems according to past habits, then fill in scaffolding according to different categories, and then modify the design problems according to the effective standards of problems. I. Design of Effective Problems 1. Characteristics of Effective Problems Effective problems play an important role in teachers' teaching, which can develop students' innovative thinking and improve their independent inquiry ability. Effective questioning in classroom teaching has five characteristics on the level of values, namely: (1) The ultimate goal of effective questioning is the lifelong development of students; (2) Effective questions are student-centered; (3) The essence of effective problem is to inspire thinking; (4) The focus of effective problem is the core problem; (5) The value pursuit of effective questions is to pay attention to generation, thus contributing to the design of effective questions in classroom teaching. In addition, the emergence of problem design has the following characteristics: (1) the value of knowledge understanding. The value of knowledge understanding means that teachers need to change their ideas when analyzing knowledge points, from knowledge that students need to understand rather than remember, from knowledge that is helpful to students' development rather than knowledge that is easy to obtain in exams. Only in this way can the teaching value and educational significance of classroom questioning be realized. The so-called teaching value is to let students understand internalized knowledge through thinking, rather than rote learning. The so-called educational significance is to let students experience emotional changes, mental maturity and ability improvement, rather than just remembering many knowledge points that need to be tested in exams. (2) Situational problem presentation The so-called situational problem presentation is to put the problems composed of abstract knowledge points in a vivid and vivid situation, so that the theoretical problems are concrete and alive, so that students can unconsciously enter the problem and enter the learning process, and thinking naturally occurs in the situation. A situation can be a specific event, a specific person or a specific scene. We should pay attention to the creation of inquiry-based problem situations, select and design teaching contents that are conducive to students' inquiry, creatively use teaching materials, turn the knowledge conclusions in the center of teaching materials into inquiry questions, and let students be in the problem situations. Guide students to actively participate in the process of exploration, reasoning and discovery. Introduce students into the situation related to the problem and make clear the goal of inquiry. Encourage students to solve problems by themselves. Let students experience the ups and downs of labor in the process of finding themselves, so as to cultivate creative thinking. Problem-based inquiry teaching pays special attention to developing students' intellectual development, developing students' creative thinking and cultivating students' self-study ability, trying to guide students to learn to learn through cooperative inquiry and lay the foundation for lifelong learning and work. As the tutor of inquiry teaching, the teacher's task is to arouse students' enthusiasm, urge students to acquire knowledge, develop their abilities, and let students discover, ask, analyze and solve problems themselves. Teachers are organizers, guides and collaborators of inquiry teaching activities. It is the fundamental task of teachers to give students broad space and enough time to actively explore knowledge and solve problems under the guidance of teachers. Therefore, in the inquiry teaching of political lessons, only by skillfully creating a positive inquiry space for students can teachers effectively stimulate students' interest in inquiry and help improve the effect of inquiry teaching. For example, after explaining the content of the law of value, students can go to the market to investigate the law of value from the price of moon cakes, so that students can find problems through market research. After investigation, students found that the price of moon cakes varies greatly from brand to brand, from packaging to time (mainly around Mid-Autumn Festival). After an in-depth analysis of this economic phenomenon in life, students will have a perceptual and profound understanding of the law of value. (3) Formation of Conflict Effective classroom questioning should arouse students' cognitive "imbalance", arouse students' psychological suspense and stimulate their strong desire to acquire new knowledge. Based on the combination of old and new knowledge, teachers are required to fully understand the students' existing knowledge level and master the subject characteristics and teaching materials. Let the questions relate to the students' existing knowledge. Different questions should be suitable for students of different grades. Research shows that low-difficulty questions are very effective for junior students; The problem of high cognitive level is efficient for senior students. When the difficulty coefficient of the question is 0.5, most students are most interested in the question; When the difficulty of the question is too high or too low, it is generally impossible to arouse students' enthusiasm. 2. Support for problem design This is the basic support for designing effective problems. Below we will illustrate the role of this support through the specific design of a problem.