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在新课改大力倡导对话教学的背景下,由于问题教学在言语层面的对话性,问题教学被广泛运用。“对话”是优秀教学的一种本质性标识,但由于对“对话”内涵的一知半解,在实施问题教学法中,“伪对话”比比皆是,主要有以下几种表现:脱离文本即对话前提缺失、徒具问答其表的教师独白、不具对话实质的浅层问答、掩盖真实想法的虚假沟通、流于表面形式的小组讨论。
Under the background of vigorously advocating dialogue teaching in the new curriculum reform, problem teaching has been widely used because of the communicative nature of problem teaching at speech level. “Dialogue ” is an essential symbol of excellent teaching. However, due to the poor understanding of the connotation of “dialogue ”, there are many manifestations of “pseudo-dialogue” : The absence of text, that is, the lack of preconditions for dialogue, the monologue of teachers who have their own answers to questions and answers, the shallow questions and answers that do not have the substance of dialogue, the false communication that masks the true idea and the superficial discussion of group discussions.