A Study On The Dialogue Instruction In Middle School Ideology And Politics Teaching

Essentially speaking, teaching is an activity involving communication and cooperation, therefore, teaching can be defined as a language communication or linguistic activity in which dialogue is one of the most important features. The ideas of democracy and dialogue have been in Middle School New Course Standard for quite a period of time, however, we find difficulty in implementing the dialogue instruction in the present-day teaching practice. The thesis, by consulting the related data in recent years and by employing the instruments such as review literature, questionnaire, interview, observing classes and self-narration, aims to urge the related authority, schools, teachers and students to realize the importance of implementing the teacher-student dialogue and the student-student dialogue. Meanwhile, the thesis strengthens the cultivation of students'self-conscious, democratic awareness and rights awareness and the significance of communication and cooperation by means of dialogue.Moreover, the thesis tries to spread the ideas appeared in New Course Standard among front-line teachers, and to urge teachers and students to resume the ideology and politics teaching by means of questionnaire and interview. Besides, the findings of the survey may serve as theoretical reference in improving the relationship between teaching and learning, in establishing equal, democratic, harmonious and interactive teacher-student relationship, as well as in building up the deep-level and multiple dialogues between teacher and student, between student and student, and between student and text.In order to achieve these goals, the thesis firstly explores the theoretical basis and those notions mentioned above. Secondly, it defines the relationships of dialogue and language, dialogue and discussion, dialogue and debate, dialogue and communication, dialogue and interaction, dialogue instruction and instructing dialogue, as well as dialogue instruction and questioning. Thirdly, based on the first-hand data, it reveals the current situation in enforcing dialogue instruction in ideology and politics teaching of middle school. By analyzing the present-day situation of ideology and politics teaching in Cenxi Middle School of Guangxi, we get the findings as follows: (1)Traditional monologue instruction has become less and less; teachers have come to cultivate the awareness and the tendency of dialogue. (2)The dialogue in the classroom is a transition from imparting knowledge to dialogue instruction instead of a real dialogue instruction. (3) Under the pressure of achieving the teaching tasks, teachers tend to express dialogue in a formalistic way. The questions raised by the teacher are very superficial and the dialogue is very low-level. There are two main reasons accounting for this. First, front-line educators lack of adequate and deep understanding of what is dialogue and what is the dialogue theory. Second, the implementation of such educational ideas has met quite a number of confinements such as teachers'personal attainment, teachers'authority, insufficient preparation among students, one-way evaluation under the command of college entrance examination along with the dialogue itself.In this thesis, some creative points are worth mentioning. There are the discussion of changing the role between teacher and student, the possibility of dialogue involving teacher and student and the strategies proposed by the survey to achieve the goal. The thesis may be served as reference in properly understanding dialogue and dialogue theory, in further carrying out the reform of Middle School New Course Standard, which should be beneficial to the educators especially the front-line teachers who teach ideology and politics. The strategies include: (1) setting up equal, democratic and harmonious relationship between teacher and student in the ideology and politics teaching.(2)creating the context of dialogue instruction such as the democratic participation which enables students to become the roles of a dialogue.(3)establishing conflict context and organizing debate, lecture and role-play to stimulate students to participate in dialogue. (4)guiding the dialogue by choosing the goal and the topic of dialogue instruction.(5)raising appropriate and suitable questions, being an attentive listener to students and fostering the awareness of dialogue interaction.In introducing the strategies, the researcher employs the instrument of self-narration, that is, the teachers being interviewed states their own teaching cases from which we may better understand the real world of them. The researcher makes an analysis of the cases in the hope that the findings may help other teachers to improve their teaching quality.Given that the researcher, I, am a front-line teacher, I can have the opportunity to keep close touch with the front-line teachers mentioned in this survey. The communication with them allows me to observe their characters, teaching style, responsibility and the state of mind while handling emergency. Meanwhile, as both a researcher and a participant, I may get the detailed perception of the dialogue instruction by the connection with them and their experience, and get to know how they interpret their teaching behavior. They surely show their real world in a more natural and reliable way in front of me. On the basis of observing the classes and colleting a lot of original data, I put forward my own theoretical hypothesis and form my own basic understanding of dialogue instruction.