摘要：理答行为存在于每一个课堂之中，恰当的理答行为有助于提高教学效率、促进学生思维、个性健康发展、融洽师生关系。现今对理答行为的研究已经颇为丰富，但多属于理论建构，在实证研究方面仍存在很大的空白。本文选取了两类有代表性的教师：专家型教师和新教师，观察记录六种不同情况下教师的理答行为：1、学生回答出标准答案；2、学生答不全面；3、学生回答错误或者答不出问题；4、一个学生回答，其余学生插嘴；5、学生回答内容为下个教学环节内容；6、学生所说内容教师无法直接判断正误。通过比较分析，提出了新教师理答行为存在的不足：评价观念淡薄、语言笼统、评价主体单一、重结果轻过程以及情感匮乏。由此提出改善建议：加深对教材与学生的理解；提高教师理答素养；评价语的情感性、针对性；新教师与专家型教师互相观摩学习。
关键词：专家型教师；新教师；理答行为
Abstract：Teacher’s rational response exists in every class. A correct response can highly improve teaching efficiency, promote the development of thinking and personality，and close the distance between the teachers and students. Nowadays there are lots of researches for this, but most of them are theory buildings and left much blank spots on empirical research. This article chooses two representative teachers, new teachers and expert teachers. Observing and recording six kinds of teacher’s rational response to students. 1. When the student gives the right answer. 2. When the student gives less integrity answer. 3. When the student gives wrong answer or can’t give any answer. 4. When one student answers question, the other students strike in. 5. The student gives an answer that teacher will teach in the next stage. 6. When the student gives an answer that teacher can’t judge. By comparison, we know that new teachers are lacking in evaluation concept, language is fuzzy, evaluators are single, focus on the result and disregard of process, emotional poverty. I suggest that new teachers should deepen understand teaching material and the students, improve the skill of rational response, estimate language should be more pertinence and sentiment, new teachers and expert teachers can learn from each other.
Key Words: expert teachers; new teachers; teacher’s rational response
教学是一种双边活动，既有教师的教，又有学生的学，现代教学论认为，教学过程是师生交往、积极互动、共同发展的过程，由此可见理答行为便必然存在于教学之中。教师正确、恰当的理答行为可以有效提高教学效率，促进学生思维、个性健康发展，融洽师生关系。现今对理答行为的研究已经颇为丰富，但多属于理论建构，提出的系统、有效的建议却是乏善可陈，并未能真正对一线教师有很大的启发或帮助，没能从理论或实践上有效改善教师的课堂理答行为。此次对新教师与专家型教师课堂理答行为的比较研究正是基于交往与互动的教学观，教师要从知识的传授者、管理者转变为引导者、促进者，要有民主平等的精神与悦纳学生的情怀。本文写作旨在引导教师发现和反思自己课堂教学理答行为中存在的问题，并且积极寻求改进的措施，同时也为自己日后的教学提供一定的帮助。
