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作为教师对学生回答问题后的回应和评价,理答既是一种教学行为,更是一种教学评价。教师理答的质量,直接影响着学生的可持续性学习。对两节历史展示课的观察表明,课堂教学中,针对学生回答的效度和教学目标的层级差异,善用转问、赏识和追问这样一些理答方式,能够成就精彩课堂。
As a teacher after the students answer the questions and comments, the answer is both a teaching behavior, but also a teaching evaluation. The quality of the teacher’s answer directly affects the students’ sustainable learning. The observation of two historical display classes shows that in the classroom teaching, the excellent classrooms can be achieved in accordance with the level differences of the students’ validity and the teaching objectives, and by making use of questions and answers such as asking questions, appreciating and asking questions.