The Research On The Construction Of Dialogue-Centered History Classes In Senior Middle School Teaching

In July, 2001, the Summary of Curriculum Reform on Fundamental Education, which was approved by the State Council and issued by the Department of Education, proposed clearly that the situation of emphasizing too much on the reception study, rotting and mechanical training in the curriculum teaching should be changed. We should advocate students to participate in learning actively, be willing to make research and make move, cultivate them the ability of searching and dealing with materials, acquiring new knowledge, analyzing and solving problems, as well as communicating and cooperating. However, it is not satisfactory in the real world. In some places, pouring through the whole class has transformed to asking, and the research and interactive is only on the surface. In many history classes in senior middle school, the top-drawer role of students has not been fully into played, the curriculum reform still faces many problems.This topic is an attempt on absorb and application locally of dialogue-centered curriculum theory which is proposed by Professor Sato Manabu. The dialogue-centered classes emphasize on the process of continuing recognizing, absorbing, criticizing, rethinking and reconstructing between students and their partners, including teachers, classmates, themselves, textbooks, and computers and so on. The dialogue-centered curriculum theory in learning and teaching practice proposed by Professor Sato Manabu in fact has three aspects of meaning: the dialogue with objects, with oneself and with other people. The author believes that the main characteristics of the dialogue-centered classes lies in the fact that the students play an real leading role in the classes, at the same time the leading role is not given by the teacher. This thesis is a result of research on the construction of dialogue-centered history classes in senior middle school teaching.The thesis contains three parts: introduction, text and epilogue. The introduction is about the sources and meaning of this topic, as well as the summary of former academic research. The text can be divided into six sections. The first section introduces and evaluates the theory of dialogue and dialogue teaching. The second section makes a premise analysis on the brief analysis on the characteristics of history curriculum and senior middle school students, and proposes the necessity of dialogue-centered history classes in senior middle school teaching. The third and fourth sections are the main parts of the whole thesis, which treatise the strategy analysis and mode research on the construction of dialogue-centered history classes in senior middle school teaching separately. It includes: object-designed strategy, topic-designed strategy and process-designed strategy in the specific teaching practice. After that, the fourth section illustrates in examples the three dialogue-centered teaching mode: speech, comprehension and introspection. The fifth section makes some rethought and improvement, while the suggestions are given from improving the quality of teachers and the relationships between teachers and students. The last section make an outlook on the construction of dialogue-centered history classes in senior middle school teaching in the background of global vision. The end of the thesis points out that the application of dialogue-centered teaching on the history classes in senior middle school is a trend of curriculum reform and development, but it will not been applied at a time, as there are still some limitations in the reality, includes the teaching skills are to be improved and the teaching concepts are to be updated and transformed, the class size is to be shrunk and some limitations still exist in the assessment system.For some of my personal reasons such as lack of ability and knowledge, there must exists some mistakes and even serious errors in the thesis, which I hope the experienced experts and scholars could point out and give some valuable suggestions, and the author will be deeply grateful.