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本文通过对北京师范大学中级汉语会话课全部任课教师课堂教学跟踪录音,对学生回答问题后教师的反馈情况做了量化统计分析。统计显示:学生正确回答问题后教师最常用的反馈方式是重复学生的答案或重复加表扬;当学生不能回答或答案不理想时,教师最常用的技巧是重复或改述问题。本研究认为,目前教学中常用的教师反馈方式并不是激发学生回答的有效方式。当学生回答正确时教师应当多给予肯定反馈;当学生不能回答时,教师应适度延长等待时间而不是急于重复,应在等待无效后进行追问,必要时再重复问题;当学生答错时,教师可以通过进行互动调整或追问帮助学生自我修正,而不要急于纠错或给出答案。
In this paper, all teachers in Beijing Normal University Intermediate Conversation class classroom track recording, the students answered the question after the feedback of teachers made a quantitative statistical analysis. Statistics show that the most common way for teachers to reply after the students answer the questions correctly is to repeat the students’ answers or to repeat them. When the students can not answer or the answers are not satisfactory, the most common technique for teachers is to repeat or recount the questions. This study argues that the current teacher feedback in teaching is not an effective way to stimulate students’ responses. Teachers should give more positive feedback when the students answer the question correctly. When the students can not answer, the teacher should prolong the waiting time rather than hurry to repeat. After waiting for the invalid, the teacher should ask questions and repeat the questions if necessary. Help students correct themselves by making interactive adjustments or asking questions instead of hurrying to correct mistakes or giving answers.