We ask questions every day, but not every question receives an effective answer. Often, we think we are asking a question, but we are merely expressing an opinion; we think we are focusing, but we are actually diverging; we think others can respond, but in reality, they have no way to start.
So, how can we ask a truly good question?
I. Five Key Features of a Good Question
1. It must be a question, not just an opinion
Many people frame questions like: “I think … right?” This is more about seeking validation rather than exploring facts or possibilities. A real question should carry uncertainty — the asker genuinely does not know the answer and is open to different responses.
Example:
“Why has it become harder to concentrate in modern society? Is it driven by technology or by changes in human nature?”
2. It must be one question, not a bundle of unrelated ones
Throwing out ten questions at once may look “comprehensive,” but leaves the respondent unable to reply effectively. A good question has a single core focus. In other words: one discussion, one issue.
Example (Computer Science):
“In programming, why do some algorithms have a time complexity of O(n), while others are O(n²)? What does that mean for program speed?”
3. It must be a question others can and want to answer
The asker needs to think from the other side: Is my question clear and specific enough for others to draw on their knowledge or experience to respond? Does it spark their interest or resonance?
Features of a good question:
- Low barrier to answer (the background is understandable);
- Low cost to answer (no need to search dozens of sources);
- High value in answering (gives room to share insight).
4. Choose between closed or open, not in-between
Questions generally take two effective forms:
- Highly closed: answers are almost only “yes/no” or very limited;
- Highly open: allows broad exploration from multiple angles.
Ambiguous “half-closed, half-open” questions often stall conversations.
Examples:
- Closed → “Can the speed of light be exceeded?”
- Open → “If one day humans could travel faster than light, how would society and civilization change?”
5. Asking is an invitation
A question is not an interrogation or a performance, but an invitation to dialogue. A good question is not just for “getting an answer,” but for sparking thinking, discussion, and resonance.
A bad question feels like a “test,” while a good question feels like “lighting a spark.”
II. Growth Path of Questioning: From High School to University
Beyond universal standards, students at different stages ask good questions in different ways.
High School: Build foundations, ask specific solvable questions
Clear focus:
“In solving quadratic functions, why does completing the square always lead to the vertex form? Can you explain this step?”
Build connections:
“I know how to use a
forloop in Python to sum numbers, but when is it better to use awhileloop?”Dare to follow up:
“Can this method also work in other types of problems?”
→ Feature: Helps strengthen and solidify foundational knowledge.
University: Explore and critique, ask open-ended questions leading to the unknown
Within frameworks:
“The textbook assumes a perfectly competitive market, but real markets rarely are. To what extent can supply and demand models still explain reality?”
Cross-disciplinary:
“Machine learning improves efficiency in medical diagnosis, but does it raise privacy and ethical concerns?”
Research-oriented:
“Why are energy curves for these reactions always assumed symmetric? Do real-world conditions confirm that?”
→ Feature: Pushes thinking toward exploration and research.
After Graduation: Entering society, ask questions that drive action
Workplace focus:
“What is the most critical bottleneck in our team right now, and how can I help resolve it?”
Action-oriented:
“For this client request, what are our possible solutions, and what are the costs and risks of each?”
Value-driven:
“How will this decision affect not only the company but society in the long run?”
→ Feature: Questions are not just about knowledge but about decision-making, collaboration, and responsibility.
III. Growth Path of Questioning (Diagram)
graph TD
A[High School] -->|Build Foundation| B[University]
B -->|Explore & Critique| C[After Graduation]
A --> A1[Clear Focus: Ask specific steps]
A --> A2[Build Connections: Ask related concepts]
A --> A3[Follow Up: Extend thinking]
B --> B1[Within Frameworks: Verify assumptions]
B --> B2[Cross-disciplinary: Connect fields]
B --> B3[Research-oriented: Point to the unknown]
C --> C1[Workplace Focus: Identify bottlenecks]
C --> C2[Action-oriented: Options & risks]
C --> C3[Value-driven: Long-term impact]
IV. Conclusion
The ability to ask good questions is itself a reflection of thinking, communication, and insight. Whether in high school, university, or the workplace, a good question is often more valuable than the answer.
Good Question = Real uncertainty + Single focus + Answerable & engaging + Clear orientation (closed or open) + Invitation to dialogue.
Once you start regularly asking yourself, “How can I ask this better?” you are already becoming a better learner, doer, and thinker.