课堂教学中老师如何蹲下来与孩子平等对话,给孩子时间让孩子说话,以及如何敏锐捕捉孩子在教学过程中生成的问题,对孩子进行引导等,这些问题都在一定程度上加深了教师对“绝色指标”的导向功能的理解,并自觉化为教师的日常教学行为。 How to crouch down in classroom teaching to equal dialogue with children, give children time to talk to children, and how to capture children's acute problems in teaching process and to guide children. All of these problems have deepened teachers' “Absolute Index ” guiding function of understanding, and consciously into the daily teaching of teachers.