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在小学语文课堂教师理答的过程中,教师要借鉴罗杰斯“非指导性教学”的思想和策略,针对学生不同的回答,采用不同的理答策略:适时采用激励性理答,启迪学生思维,激发学生学习的潜能;巧妙使用发展性理答,深入解读文本,引导学生思维不偏移。笔者试着通过解读理答功效,破解“非指导性”教学中教师智慧理答的密码。
In the process of answering and answering the questions of primary school Chinese teachers, teachers should draw lessons from Rogers’ thought and strategy of “non-instructional teaching” and adopt different rationale and strategies for different responses of students: timely using stimuli to answer students and inspire students Thinking, inspire students to learn the potential; clever use of development rationale for answer, in-depth interpretation of the text, to guide students not thinking offset. I try to interpret the effect of the rationale for the answer, to crack the “non-instructional” teaching wisdom of teachers password.