苏霍姆林斯基对教师的语言作出了独到的见解,他认为教师的课堂语言是一种无可替代的工具,它深刻影响了学生心灵,而且教师精炼的语言为合理利用教学时间提供了重要条件,这在一定程度上决定着学生在课堂上脑力劳动的效率。一、教师课堂语言的有效策略美国教育心理学家斯滕伯格在《思维教学》中曾阐述了三种教学策略。第一种策略是以讲课为基础的,我们称之为照本宣科策略。第二种策略是在以事实为基础进行问答。在这种策略中,教师向学生提出很多问题,这些问题目的是为了引出答案。第三种策略是对话策略。这种策略以问答为基础同时伴随着思维能力的训练,倡导教师与学生之间积极地交流。教师运用这种策略的目 Sukhomlinski made a unique view of the teacher’s language. He believes that the teacher’s classroom language is an irreplaceable tool, which has a profound impact on the students’ minds, and the teacher’s refined language provides a reasonable use of teaching time Important conditions, which to a certain extent, determine the efficiency of students in the classroom mental work. First, the effective classroom teacher language strategy American educational psychologist Sternberg in “thinking teaching” has described three kinds of teaching strategies. The first strategy is based on lectures, which we call radical strategies. The second strategy is based on fact-based questions and answers. In this strategy, teachers ask many questions to students. The purpose of these questions is to give an answer. The third strategy is dialogue strategy. This strategy is based on question and answer and is accompanied by training in thinking skills, advocating active exchanges between teachers and students. Teachers use this tactic