随着新课程改革的逐步深入,课堂教学中师生双向交流活动日益受到重视。这种交流能有效地促进学生问题意识的形成,帮助学生发现与提出有探究价值的化学问题,促进学生形成敢于质疑、勤于思索的习惯。我们倡导学生对不懂的问题或不同的观点积极提问、积极讨论,那么教师在课堂上又该如何做出科学的应对策略呢?我们可以将这种应对技能叫做课堂的反应技能,也有人称为“课堂应变能力”或“课堂教学反馈信息的调控”。从狭义上说,课堂反应技能是教师对课堂上出现的突发情况采取的课堂行为;从广义上说,是教师对学生的反馈信息所做出的各种调控行为。这是一种 With the gradual deepening of the new curriculum reform, two-way exchanges between teachers and students in classroom teaching have been paid more and more attention. This exchange can effectively promote the formation of students ’problem awareness, help students discover and propose chemistry problems of inquiry value, and promote students’ habit of daring to question and thinking hard. We advocate the students do not understand the problem or different points of active questioning, active discussion, then teachers in the classroom and how to make a scientific coping strategy? We can call this coping skills as the classroom response skills, some people call “Classroom ability ” or “classroom teaching feedback information regulation ”. In a narrow sense, classroom response skills are the classroom behaviors that teachers take on emergencies in the classroom; in a broad sense, they are all kinds of control actions made by the teachers on the students’ feedback information. This is a kind