英语教师课堂话语分析English TeachersEnglish Teachers Classroom Classroom DiscourseDiscourse一堂大赛课的开场一堂大赛课的开场:T:Goodmorning,everyone.Ss:Goodmorning.T:Youdontknowme.ButIthinkyouareveryclever.IlikeyouverymuchandIwanttomakefriendswithyou.Wouldyouliketobemyfriends?Ss:Yes.T:WhenIgoback,Illcallyouup.Whatsyourtelephonenumber?课堂上的一段对话练习：课堂上的一段对话练习：S1:Hello.ZhangYanyan.S2:Hello.LiWeiguo.S1:Whatsyourhobby?S2:Ilikeswimming.S1:Howlonghaveyoubeenswimming?S2:Ihavebeenswimmingforfouryears.S1:Thankyou.Goodbye.S2:Goodbye.讨论内容：讨论内容：一、英语教师课堂话语的定义一、英语教师课堂话语的定义二、研究英语教师课堂话语的意义二、研究英语教师课堂话语的意义三、英语教师课堂话语分析的基础三、英语教师课堂话语分析的基础四、英语教师课堂话语存在的问题四、英语教师课堂话语存在的问题五、英语教师课堂话语质量提升的策略五、英语教师课堂话语质量提升的策略英语教师课堂话语的定义英语教师课堂话语的定义1、什么是教师课堂话语？、什么是教师课堂话语？话语话语课堂话语课堂话语英语教师课堂话语英语教师课堂话语特定社会语境中人与人之间从事沟通的具体言语行为课堂上产生的话语，包括学生话语和教师话语教师在组织和实施课堂英语教学时产生的话语，主要是英语，也包括母语以及体态语。2、教师话语的功能、教师话语的功能o语言应具备的功能语言应具备的功能1.表达主客观经验与信息（概念功能）2.进行人际协商（人际功能）3.构建连贯语篇（谋篇功能）传递、沟通、交流传递、沟通、交流英语教师课堂话语的功能英语教师课堂话语的功能语语言言输输入入功功能能T:(robotsinppt)Nowpleaselookatthescreen.Doyouknowthem?Ss:Yes,theyarerobots.T:Yes,youareright.Weallknowthattheyarerobotsweoftenseeinsomesciencefictionmovies.(writing“insomeontheBbandreading)Inthefuturerobotswillhavedifferentshapes.Whatwilltheylooklike?S1:theywilllooklikespiders.S2:theywilllooklikesnakes.T:Good,youareimaginative.Andtheywilldomostunpleasantjobsathomeordosomesimplejobsinthefactory.Willyoubeabletopredictaboutrobotsinthefuture?Imean,willyoumakesomepredictionsaboutthefuturerobotswiththejunksonthescreen?Forexample,youcanpredictwhattheywilllooklikeandwhattheycando.Groupwork,please.T:Now,Imgoingtotestyourmemory.Illasksomeofyoutosay,“Idonthave”.S1:Idonthaveawaterpolo.T:OK,waterpolo.S2:Idonthaveavolleyball.T:volleyball.OK.S3:Idonthavebaseball.T:Idonthave,Idonthave(手指黑板上写的a)S3:abaseball.T:Abaseball.S4:Idonthaveavolleyball.T:Pardon?S5:Idonthaveavolleyball.T:Idonthaveavolleyball.OK.T:WhydoyoulearnEnglish?S1:IlearnEnglishformoney.(alllaughing)T:HowdoyoumakemoneybylearningEnglish?S1:WhenIdobusinesswithforeigners,Englishwillbehelpful.T:Thenyouwillhavetogodifferentplaces.Whatshouldyouknowbeforeyoustarttravelling?Nowletsmoveintotheunittogettoknowmoreaboutthelanguage.支支持持性性功功能能T:OK,answermyquestion.Myquestionis,wheredidtheybuythegifts?S3:(3secondpause)T:TheyboughtS3:Theybought(2secondpause)T:Erhum,whatdidtheybuy?S3:lotsofgifts.T:Yeah,theyboughtlotsofgifts-.InWHICHPLACE?Ss:Thegiftshop.S3:giftshop.T:Inasentence.Ss:Theyboughtlotsofgiftsinthegiftshop.S3:TheyboughtlotsofgiftsintheGiftShop.T:Good.TheyboughtlotsofgiftsinorattheGiftShop.支支持持性性功功能能意意义义协协商商功功能能T:Whatdoyouthinkofsportsshows?（启动）S:Ilovesportsshows.（反应）T:Howaboutnews?Doyoulikeit?（跟踪）S:Eh,Idontmind.（反应）T:Notveryinteresting?（再跟踪）S:Yes,notveryinteresting.（再反应,但语言形式出现问题）T:No,itisnotveryinteresting.So,youdontmindit.T:Whoishe?Ss:ItsStephenHawking.T:Yeah,StephenHawking.Whatproblemsdoeshehave?S1:Hecantwalkandspeak.T:Andspeak?S1:Oh,orspeak.T:StephenHawkingcantevenwalkorspeak,whichisterrible.Sowecansayhehasmanyphysicalproblems.Buthowdoeshedealwiththeseproblems?Ss:Bysittinginawheelchair.Byusingspecialcomputers.意意义义协协商商功功能能社社会会交交际际功功能能T:Mysondoesntliketogetupearly.WhatshouldIdo?S1:Youshouldplaymusicforhim.T:Thatsagoodidea.Thankyou.S2:Youcangivehimsomethinggoodtoeat.T:Well,maybeitwilldo.Illtry.T:Doyouhaveanytrouble?Whatsyourtrouble?Ss:(troubles如果可能，老师将问题列在黑板上)T:Whocangivehim/heradvice?Ss:(trytogiveadvice)英语教师课堂话语是：英语教师课堂话语是：教师组织教学的重要工具学生习得语言的重要途径3 3、教师话语的基本特征、教师话语的基本特征 真实性：真实性：T:(呈现含各种动物正在做不同活动的多媒体课件)Whatcanyouseeinthepicture?Ss:IcanseeaT:Whatisthefishdoing?Ss:swim.T:Itsswimming.Canyoudescribetheseanimalslikethis:“Thefishisswimming.Thebirdissinging.”S1:Theelephantiswalking.S2:ThemonkeyiseatingabananaT:Ok,everyone.Nationaldayiscoming.Whereareyougoingduringtheholidays?S:ImgoingtoBeijing.T:Well,whatplacesareyougoingtovisitinBeijing?S:IplantovisittheSummerpalace.Imgoingtowalkaroundthelake.S:Hello.T:Hi,itsMissWang.S:Hello,MissWang.Whatareyoudoing?T:ImhavinganEnglishclass.Whataboutyou?S:Implayingbasketball.T:Whataboutyourmother?Whatisshedoing?S:Sheiscookingdinner.T:Andyourfather?S:Heisplayingchess.T:Thankyou.Bye.S:Seeyou.分分析析 逻辑性逻辑性T:Well,justnowIveintroducedsomefamousfilmstarstoyou.AndIhopeyoucangetageneralimpressionaboutthem.Sowouldyouliketoknowtheactorsoractresseslives?Ss:Yes.T:OK.Pleasetakeoutyourreadingmaterialandreadthepassageasquicklyaspossible,andchoosethebesttitle.Therearethreetitlesonthescreen.分分析析 互动性互动性T:Nowambitionsarethingsyouwanttobeoryouwanttodo.Well,likeforexample,whenIwasasmallgirl,myambitionwastobe(被学生打断)What?No,notateacher,wastobeananimaldoctor.Ok?Haveyougotanyambitions?(toastudent)Whatisyourambition?S1:Nurse.T:Youwanttobeanurse.(toanotherstudent)S2:ateacher.T:Tobeateacher.OK,repeat,ambitions.Ss:Ambitions. 规范性规范性T:Now,lookatthesepictures.Thereissomethingwrongwiththeyoungmanshead.SowesaySs:Hehasaheadache.T:Again.Ss:Hehasaheadache.T:OpenyourEnglishbookandreadthetextwithyourneighbors.Trytofindnewwordsorphrasesyoudontunderstandexactly.Discussinyourgroups.分分析析二、研究英语教师课堂话语的意义二、研究英语教师课堂话语的意义教师话语对课堂教学的组织及学生的语言习得两者都至关重要，这不仅因为教学内容只有通过完美的教师话语的组织与传授才能达到理想的教学效果，而且因为它本身还起目的语使用的示范作用，是学生语言输入的又一重要途径。LanguageTeachingMethodologybyDNunanl激活学生与本堂课话题相关的学习内容的激活学生与本堂课话题相关的学习内容的背景知识，为新知识的呈现做好铺垫背景知识，为新知识的呈现做好铺垫分分 析析Topic : jobsT:(放了一首英文歌曲“ABetterMan)Howyoulikethissong?Verywell?Whatdoyouthink?Doyouknowthenameofthesinger?S1:Sorry,Idontknow.T:ItsOk.Doesanybodyknowthenameofthesinger？S2:HisnameisRobbieWilliams.T:Exactly.Doyouknowthenameofthesong?S2:ABetterMan.T:ABetterMan.Oh,mygod!Gentlemen.ABetterMan.Thinkaboutit,well,andsinceheisasinger,andwedontknowmuchabouthim,butheisasinger.Hum,S3,wouldyouliketobeasinger?S3:No.T:Whatwouldyouliketobe?S3:Iwanttobeascientist.o教师话语能创造良好的语境氛围，引发学教师话语能创造良好的语境氛围，引发学生对学习内容的关注，产生课堂互动效应生对学习内容的关注，产生课堂互动效应T:ThismorningIwillintroduceDisneylandtoallofyou.Afterlearning,youmusttellmewhatyouhavelearned.Now,turntoPageT:(showsomepicturesaboutDisneylandcharactersandplaythesongCan you feel my love tonight )TodaywewillhaveatriptofiveDisneylandparksindifferentcountries.Areyouready?Wewillstart.比比 较较o教师课堂话语是学生重要的英语语言输入教师课堂话语是学生重要的英语语言输入来源，英语教师课堂话语的质量（如：准来源，英语教师课堂话语的质量（如：准确、得体、易懂），直接关系到学生英语确、得体、易懂），直接关系到学生英语语言能力的发展语言能力的发展 T:Hello.XiaoLong.ItsMrZhanghere.MayIspeaktoyourfather?S1:Sorry,heisout.T:Oh,heisout.Canyoutakeamessageforhim?S1:Sure.T:Iwonderifheisfree.Idlikehimtocometoschooltomorrow.(假如：Tell him to come to school tomorrow)o教师专业发展的需要教师专业发展的需要专业素质：专业素质：建立自我发展意识，明确自我发展的切入点；摆脱模式化的束缚，拥有自主话语能力；职业发展：职业发展：更好地认识学生的认知规律，发挥话语的效用；提升对教育教学价值的认识，实现课程目标；拓展课堂教学研究的途径，丰富研究内容。T: Which country does Mark come from？S1: He came from Canada. T: Yes, he comes from Canada. Just now Id like you to ask questions about the passage. OK? Now, whod like to try?（F1评价性反馈）S2: How many Nobel Prizes have given to scientist by now? T: A good question. Whod you like to answer your question?（F2话语性反馈）S2: Anyone who know the answer could reply it. T: Good. Whod give the answer, please? （F3话语性反馈）S3: At least ten. (Ss laughing) T: A clever answer. Do you think so? （To S2）（F4话语性反馈）S2: Yes, I think so. T: It seems that no one knows the answer, nor do I. Sorry (smiling). Please tell us your answer.（F5话语性反馈）S2: To tell you the truth, I dont know, too. But I want to look it up in my book. T: Good. Thank you. Do you have such kind of books?（F6话语性反馈）S2: Yes, I have read the book many years ago. But its a pity I forgot the number. T: Oh, thats good. You read the book many years ago. I hope you can take out the book again and tell us the exact number tomorrow, right?（F7评价性反馈）三、英语教师课堂话语分析的基础三、英语教师课堂话语分析的基础1、基于语言学理论的分析、基于语言学理论的分析语句意义话语的字面意义语用意义在特定语境中的话语表现及意图Mike, its Saturday today.I know, but I语用含义和字面意义之间的关系：语用含义和字面意义之间的关系：字面意义：词语搭配意义，不涉及交际语境语用含义：在字面意义的基础上，结合交际者和语境才能理解的意义Richard:Imingoodhealth.Ihaveidealbloodpressure.Aperfectheart.Intheotherwords,Imingoodcondition.Marilyn:Richard,didyougototheaerobicsclass,really?Richard:DontforgettoinviteSusanfordinner.(Atalakethenextmorning)Robbie:Thisisreallyeat.Whatdoweeat?Grandpa:First,wehavetocatchfish.Inordertocatchfish,youhavetoo话语行为话语行为停顿,重音,语调,节奏T:Whatyouhavediscussedtodaydoesremindsusofthefactthatthepollutionisgettingworseandthatwehavetotakeeffectivemeasurestoprotectourenvironment.Put it on yourself!Put it on yourself!2、基于语言教学理论的分析、基于语言教学理论的分析教师话语在英语课堂上的教学功能：呈现指令解释提问启发提示纠正检查3、基于教师课堂话语有效性的分析、基于教师课堂话语有效性的分析分析角度：质和量考察聚焦：与教学目标的吻合，对目标实现的促进Practice: talk about earthquake in pairsS1:DoesyouhearabouttheearthquakeinHaiti?T:Not“does”,“did”.S1:DidyouhearabouttheearthquakeinHaiti?S2:No.Whathappened?S1:First,therewereheavyrain.T:Youneedtosay,“Therewasaheavyrain.”S1:Therewasaheavyrain.S2:Oh,really?S1:Yes.Itwasterribly.T:No,not“Itwasterribly”.Youshouldsay,“Itwasterrible.S1:Yes,Itwasterrible.S2:Didmanypeoplehurt?T:“Did”shouldchangedinto“Were”.S2:Yes.Weremanypeoplehurt?S1:Yes.分分 析析四、英语教师课堂话语存在的四、英语教师课堂话语存在的 问题问题问题一：问题一：课堂话语没有建立在真实表达的基础上，教师没有考虑课堂的角色及参与者结构。也就是说，课堂上的话语，不是为了某一真实目的去表达，而是在惯性推动下，或在教材和教师语言训练的要求下，教师不得不说的一些话，这样的话是没有实际的意义。模式化的导课模式化的导课T:Goodmorning.S:Goodmorning.T:Whatdayisittoday?S:Its.T:Whatsthedatetoday?S:Its.T:Howareyou?S:Imfine,thankyou.Andyou?T:Imfine,too.缺少互动的语言输入缺少互动的语言输入T:Didyouheartheweatherreportyesterdayevening?Ss:No.T:Iwatchedtheweatherreportyesterdayevening.Doyouwanttoknowtheweatherindifferentcities?Ss:Yes.T:Youcanaskme“Whatstheweatherlikein?”HereisthemapofChina.(贴出天气标志和一些城市的名称）S1:WhatstheweatherlikeinBeijing?T:Itscloudy.情景牵强，缺少交际意义的示范 T:Good.Sitdown,please.Allright.Lookatme.Ihaveanicekite.Isitnice?Ss:Yes.T:Isityourkite?Ss:No.T:Doyouwanttoflykites?Ss:Yes.T:Yes.Youdonthaveone.Yes,comehereplease.(谋生前来试放)S1:Yes,itseasy.T:Itiseasy.Thisisnotyourkite.Butyoucanborrowit.Borrowit,please.S1:CanIborrowit,please?T:Letmesee.Ok,hereyouare.S1:Thanks.过渡话语僵硬，缺乏启发性，支离教学过渡话语僵硬，缺乏启发性，支离教学的整体性的整体性T:Justnowwelearnedthewordsandphrases.Canyourememberthem?OK,nowitstimetoreadthetext.T:SincewehaveknowntheirexperienceintheirtriptoCanada,nowIdlikeyoutoretellthepassage.Canyou?Nowletstry.问题二：问题二：从课堂话语分布和表现看，教师处于话语霸权。教师习惯根据自己的教学设计进行教学，较少考虑学生的心理感受、想法和反应，没有给予学生充分的思考时间，往往话语过多，压倒学生，或者越俎代庖，急于表达自己的观点。剥夺学生的话语权剥夺学生的话语权T:Iwanttogototheshop.Whereistheshop?Look,itsoverthere.T:Justnow,Ididntsayanything,butyoucouldunderstandmeverywell.Why?Becauseweusedsignlanguage.Thatswhatwelearntoday.Signlanguageisausefullanguage.Peopleineverypartoftheworlduseit,thoughmostofthemspeakdifferentlanguages.Thatistosaypeopleindifferentcountriesspeakdifferentlanguages,buttheyallusesignlanguage.Signlanguageissousefulthatdeafpeopleuseit.Deafpeople,youknowdeafpeople?Adeafmancanthearanything.Thereissomethingwrongwithhisears.SowhatstheChinesefordeaf?机械重复，话语冗余，机械重复，话语冗余，无视学生学习体验无视学生学习体验T:Ok,wehavelearned8colours.Lookatthepicturesandanswermyquestion.Ok,now,Whatcolourinpictureone?Ss:Itsyellow.T:Whatcolourinpicturetwo?Ss:Itswhite.T:Whatcolourinpicturethree?Ss:Itsgreen.T:Whatcolourinpicturefour?Ss:Itspurple.频繁重复学生的话语，频繁重复学生的话语，无端耗费时间无端耗费时间(Duringtheguessinggame)S1:Whatarewedoing?S2:Youareplayingbadminton.T:Youareplayingbadminton.Yes,theyareplayingbadminton.Andlookathim.Whatishedoing?随意、无意义地话语重复随意、无意义地话语重复对学生产生负面影响对学生产生负面影响T:OK,boysandgirls,whocantellmewhatisLinglingdoing?whocantellmewhatisLinglingdoing?S1:Linglingisjumping.T:Linglingisjumping.Yesorno-Oh,thankyou,sitdown,please.Thewholeclass,doyouthinkwhathesaidisrightorwrong?Ss:Wrong,wrong,wrong!T:Whocangivemeyourrightanswer?You,please.S2:Linglingisrunning.T:Linglingisrunning.Linglingisrunning,running.OK,Good,doyouthinkwhatshesaidisrightorwrong?Yesorno?Yesorno?Issheright?Doyouthinkso?Yes,Ithinkheransweriscorrect.Linglingisrunning.多余插话多余插话,限制学生思维碰撞和言语交流，限制学生思维碰撞和言语交流，阻碍了学生自主学习能力的形成阻碍了学生自主学习能力的形成 S1:Doyouknowsomethingamazingintheword?S2:erYes.S1:Whatisit?S2:erT:OK.Whatdoyouthink?Whatisyouranswer?Doyouknowthemeaningofthesentence?S2:Themoonmovesaroundtheearth.T:Oh,yes.Youareclever.T:(duringgroupwork)Yes,nowyoucanaskheryourquestion.Mmm,thatsagoodquestion.Whatdoyouthink?Whatsyouranswergoingtobe?Yes,Goontellherwhatitis.问题三：问题三：教师经常使用一些欠规范的课堂用语，或表达随意，缺少逻辑性，或语法、词汇等方面话语失误较多差，或指令不清致使课堂教学活动难以达到预期目标。语言正确，但语用失误语言正确，但语用失误T:(showingapictureofHarryPotterontheBb)Doyoutheboy?Ss:Yes,heisHarryPotter.T:Hello,Mary.S1:Hi,teacher.T:Howareyou?S1:Fine,thankyou.Andyou?T:Imfine,too.Whoisshe?S1:Sheismyfriend,Lily.T:Oh,areyouherfriend?S1:Yes,sheis.逻辑缺失，形成无效语境，影响学生学习策逻辑缺失，形成无效语境，影响学生学习策略的建立与发展略的建立与发展T：Whyareyousohappytoday?Canweshareyourhappinesswithyou?S1：Certainly.Itsafinedaytodayanditsmybirthday,too.T：Happybirthdaytoyou.Ifitwerenotafinedaytoday,whatwouldyoufeelatthemoment?S1:Ifitwerenotafinedaytoday,Iwouldbealittledisappointedatthemoment.T:Oh,Dontbeworriedanditsnotarealsituation.Ifitwerenotyourbirthdaytoday,whatwouldhappentoyou?词汇、语法失误给学生带来负面影响词汇、语法失误给学生带来负面影响T:Lookatthislookatthegirl.ThisisKate.Kateisinbed.Oh,whatswrongwithher?Whatsthetroublewithher?Now,pleasepayattentiontothewordtrouble.Nowreadafterme:trouble.Ss:Trouble.T:Trouble.Ss:Trouble.指令话语拖沓冗长，或含混不清，造指令话语拖沓冗长，或含混不清，造成学生思维混乱，不知所措成学生思维混乱，不知所措T:Anyway,sowesofartalkedaboutthejobs.ButIamsuretherearesomedreamjobsinyourmind.So,whynotholdadiscussion?Fourstudentsareagroupandyoushouldwritedownthedreamjobs.Youknowthedreamjob?Dreamjob?Ss:Yes.T:Ok,letsseewhichgroupcandoitmost,andthen,youmayhavethechancetoshowit.Yougotit?Andwhatsmore,youmusthavealeaderinyourgroup.Yesorno?Ss:Yes.T:ZhangWei,wouldyouliketotranslatethesentenceintoChinese?S:他退休之后定居在（停顿）Idontknowthemeaningof“Queensland”.T:Well,youdonthavetotranslateit.Justreadit.S:Ok.HesettleddowninQueenslandafterretirement.T:No,notreadit.（部分学生发笑）T:ImeanyoushouldtranslatethesentenceintoChineseexceptthenameoftheplace.S:Ok,Isee.他退休之后定居在Queensland。T:Verygood!问题四、问题四、反馈用语笼统、单调，丧失了教学的即时生成良机，而且缺少具体的、个性化的反馈话语对学生起不到应有的评价指导作用。五、英语教师课堂话语质量提升五、英语教师课堂话语质量提升 的策略的策略1、更新教学理念、转变教师角色更新教学理念、转变教师角色树立正确的教学理念，摒弃管理课堂、提供知识、控制话题的传统角色，成为教学活动的组织者、学生学习的辅导者与促进者，创设言语交互环境，提供有意义地运用语言的机会，在引起话题、转移话题、承接话题、概括或评价学习活动等方面发挥积极作用，引导学生参与课堂互动。比如：调整话语难度，满足学生需求比如：调整话语难度，满足学生需求T:Whatshouldwedoifwewanttoorganizeaparty?Ss:(Noresponse)T:Ifwewanttoorganizeaparty,doweneedtoinvitesomepeople?Ss:Yes.T:Whatelseshouldwedo?Ss:Weshouldbuysomefood.比如：提倡正面引导，激励学生参与比如：提倡正面引导，激励学生参与重复学生的话语重复学生的话语T:Whatdoyouthinkofthrillers?S:Itsscaring.T:Yes.Itsscaring.Andwhataboutsitcom?S:Itsboring.T:So,itsboring.与学生进行意义磋商，让学生意识到与学生进行意义磋商，让学生意识到语言缺失语言缺失T:Howoftendoyougotothelibrary?S:Threetimes.T:Threetimes?S:Yes.T:Threetimesaweek?S:Yes,threetimesaweek.2、完善专业素质，提升教师话语能力、完善专业素质，提升教师话语能力重视教师话语的特点，通过组织与实施多样化的课堂交际活动，提升教师话语的真实性及生活性，改进课堂话语策略，提高教师话语的效率。拓展知识领域，涉猎与外语教学紧密相连的语言学、社会语言学、神经语言学、教育学、心理学等，等多学科的理论和实践知识，了解学生个体差异及心理特征等现象，掌握教师话语使用的指导性原则，为合理运用教学话语打好理论基础。比如：重视话语逻辑，保障教学衔接通畅比如：重视话语逻辑，保障教学衔接通畅T:JustnowwehavereadthatLiDaiyuandhercousinLiuQianvisitedmanyplacesduringtheirtripinCanadaandtheyhadalotoffun.Canyoutellusyour,eroneofyourinterestingtrips?3minutesforyoutothinkitover.比如：反馈话语个性化比如：反馈话语个性化A同学语法概念清晰：Welldone!Youhaventmadeanygrammarmistake.B同学词汇量丰富，新学的词汇运用准确：Youhavealargevocabularyandcanusenewwordsproperly.C同学写整洁、优美：Verywellwritten!Yourhandwritingiswonderful.D同学想象力丰富，话题选择生动有趣：Excellent!Iloveyourtopicandyourdescription!Youhaveagoodimagination.比如：以重构比如：以重构(reformulation)为主，为主， 策略纠错策略纠错S1:ImgoingtoTibetforvocation.S2:Thatsoundsinteresting.T:Yes.Itsreallyinteresting.Youdidwell,butyoushouldpaymoreattentiontoS:Imgoingtohikinginthemountains.T:Isee.Youaregoinghikinginthemountains.教师的语言修养在极大的程度上决定着学生在课堂上的脑力劳动的效率。 苏霍姆林斯基结结 语语语言仿佛一座桥梁，教育科学就是通过这座桥梁变成教师的教学艺术和教学能力的。会说话的教师不一定能成为优秀教师，但优秀教师一定是会说话的人。谢谢 谢！谢！ 欢迎交流欢迎交流