数学课堂教学中或多或少地涉及一些教师支持行为,一个有效的支持行为要考虑两个部分,它要提高学生的接受能力,促进教学目标的完成,利于发展世界观,同时它还要考虑到学生认知的连续性、个体性、方向性。这样它就更能为教学提供服务。 In mathematics classroom teaching, some teachers ’support behaviors are more or less involved. An effective supportive behavior should consider two parts. It needs to improve students’ acceptance, promote the completion of teaching objectives and develop the world outlook, and it also takes into account Student Cognitive Continuity, Individuality, Orientation. In this way it is more able to serve teaching.