近来,观摩、品鉴一些名师课堂,常发现名师驾驭课堂时,在学生表述某个重要念头或关键解法后,总是跟着一句“请你再说一遍”、“你能再说一遍吗”之类的追问.作为听课者,总感觉意味深长,学生往往在这句“请你再说一遍”后,将开始表达的那个念头、解法说得更加准确、完善,总让我们这些旁听者在下面有种听课的愉悦感、享受感.对比之下,有些初任教师面对学生表达出的一个重要的想法、思路后,就“据为己有”、加以发挥并优化后,迫不及待的向全班同学讲授.作为听课者的我们总感觉有些缺憾,似乎没有享受到上述的那种愉悦.本文即围绕“请你再说一遍”这种有效追问,尝试功能特点分析,并对“请你再说一遍”后的教学组 Recently, observe, tasting a number of teacher classes, often found that teachers master the class, the students express an important idea or key solution, always followed by a “please say it again,” “can you say it again As the class teacher, always feel meaningful, the students often in the phrase ”Please say it again “, will start to express the idea that the solution is more accurate and perfect, always let us listen to these In the following kind of listening pleasure, enjoyment.In contrast, some of the first-time teachers to face students to express an important idea, ideas, ”to own one “, to play and optimize, Can not wait to teach the class classmates as listeners we always feel some shortcomings, do not seem to enjoy the pleasure of the above.This article is around ”Please say it again “ This effective questioning, try the functional analysis, and On the ”Please say it again " after the teaching group