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所谓理答行为,就是在课堂教学过程中教师对学生所作出的回答进行评价和反馈的行为。在小学语文课堂教学中,教师理答是必然存在的环节,然而在实际生活中,并非所有的教师都能够恰当地进行理答,同时相关的研究也较为缺乏。因此,在阐述了语文课堂中教师理答行为的基本概念后,提出了三个方面的教师理答策略。
The so-called law-act, is in the process of classroom teaching teachers to answer the students to evaluate and feedback behavior. In primary Chinese classroom teaching, teacher rationalization is an inevitable link, however, in real life, not all teachers are able to properly answer rationale, while the relevant research is also lacking. Therefore, after elaborating the basic concepts of teacher’s rationale and behavior in Chinese class, this paper proposes three strategies of teacher’s rationing and answering.