施良方等((2000: 202-211)对教师的课堂问答行为策略提出建

Shi recipe, etc. ((2000: 202-211) make recommendations classroom quiz behavioral strategies for teachers' He pointed at the door <br>on the first question to ask the policy wording that is clear and concise, specific and clear, once only one question; secondly to protect. <br>Permit high an appropriate proportion of cognitive problems. third, ask questions about the frequency and academic issues should be maintained at a high level, the <br>student's attention to the organization. Finally, in accordance with the specific objectives, reasonable arrangements for low awareness on issues related to academic content <br>level the order of the high level of knowledge on the issue of climate policy answer, they should propose candidates answer time I was 3-5 seconds, waiting <br>a time II should be 1-3 seconds; call on a strategy should ensure that each student has as much as possible multi-answer opportunities: a management strategy, <br>they point out that not all praise are conducive to student learning in general, the behavior was praised more specific effect <br>better; for dependence, anxiety and easy recognition of students better than confident students praise effect. in addition, he also mentioned <br>that in the case of student answers incorrectly or inaccurate response behavior of the two main teachers turn to ask (redirecting) and <br>inquire (probing). Q is on the same turn Another question to ask students to inquire is to continue on the same students <br>to ask questions if the student answers incorrectly, the teacher will rephrase the original question asked a question related to the original Q. <br>problems; or the original problem is decomposed into several simplified small problems one by one to ask questions; answer or provide clues; or question and <br>new issues related to the original problem recipe Shi pointed out that there is a link between support and turn ask inquire and improve student achievement. <br>Research is not much, but it helps the students say a acceptable answer or further improve or a, the turn and inquire <br>at least help students to focus on learning activities, so it is worthwhile to promote.

Shi Liangfang et al. (2000: 202-211) advises teachers on their classroom question-and-answer behavior strategies.' The first question in the question strategy should be clear.<br>That is, concise, specific, one question at a time; the appropriate proportion of cognitive problems.<br>Third, the frequency of questions about academic issues should be maintained at a high level, The student's attention organization is concerned with issues related to the content of the study.<br>Finally, according to the specific purpose, reasonable arrangement of low cognition The order of level and high cognitive level problems.<br>In terms of the waiting strategy, they suggested that the waiting time I should be 3-5 seconds, and that the waiting time should be<br>Aamepoint II should be 1-3 seconds, call the answer strategy should ensure that each student has as many opportunities to answer as possible: answer strategy, They point out that not all praise is good for students to study.<br>In general, the more specific the behavior of being praised, the more effective The better; praise for students who are dependent and anxious is better than praise for confident students.<br>In addition, he mentioned that<br>To the teacher's two main reaction behaviors in the event that the student's answer is incorrect or inaccurate Asking (probing). The question is to ask another classmate about the same question.<br>Probe is to continue with the same student Ask.<br>If the student answers incorrectly, the teacher will ask a question related to the original question after it has been reworded<br>or break down the original question sly ethos to a few small questions, or provide answer stouss; or ask a question new questions related to the original problem.<br>Shi pointed to a link between support for referral and questioning and improved student performance<br>Research is not yet available, but in terms of helping students to speak out about an acceptable answer or further improvement or answer, turn and ask At least it is helpful for students to focus on their learning activities and is therefore worthy of promotion.

Shi Liangfang et al. ((2000:202-211) made suggestions on teachers'classroom question-and-answer behavior strategies.<br>The first question in question strategy should be clear. That is to say, the wording is concise and concise, and only one question should be asked at a time; secondly, we should<br>Appropriate proportion of cognitive problems of syndrome high. Third, the frequency of academic-related questions should be maintained at a high level.<br>Students'attention is organized on issues related to the content of their studies. Finally, according to the specific purpose, arrange low cognitive reasonably<br>The order of level and high cognitive level. In terms of waiting strategy, they suggested that waiting time I should be 3-5 seconds.<br>Answer time II should be 1-3 seconds; call-and-answer strategy should ensure that each student has as many opportunities to answer: answer strategy,<br>They point out that not all praises are conducive to students'learning. Generally speaking, the more specific the praised behavior is, the more effective it will be.<br>The better; the more dependent and anxious the students are, the better the praise effect is. In addition, he also mentioned that<br>When the students'answers are incorrect or inaccurate, the teacher's two main response behaviors are redirecting and<br>Probing. Asking a question is asking another student about the same question. Questioning is a continuation of the same student.<br>Ask questions. If the student's answer is incorrect, the teacher will rephrase the original question and ask a question related to the original question.<br>Questions; or to decompose the original question into several small questions one by one; or to provide clues to answer; or to ask<br>A new problem related to the original problem. Shi Liangfang pointed out that there was a link between supporting questioning and questioning and improving students'performance.<br>There are not many studies yet, but in terms of helping students to give an acceptable answer or further improve or answer, turn and ask questions.<br>At least, it is helpful for students to concentrate on learning activities, so it is worth advocating.<br>