Development And Practice Of Biology Dialogue Teaching Strategies

New curriculum reform in elementary education demands to change over-stressing the mechanical, stiff and human lacking teaching conditions in curriculum implement, in order to initiate the students'abilities of taking part in actions actively, discovering happily, collecting and processing information, obtaining new knowledge, analyzing and solving problems, exchanging and cooperating.Up to now the high school Biology teaching is almost not a kind of"monologue", however, it is obviously far away from the New Curriculum Criterion. So we must change the high school Biology teaching patterns. Dialogue instruction teaching is an effective pattern to change the present conditions in Biology teaching. On the whole, there is too much study on dialogue instruction teaching in educational field home and abroad in recent years, which is focused on English teaching and Chinese teaching. The study on Biology Dialogue instruction teaching in high school is comparably weak. Therefore, the dissertation bases on researches of predecessors, using literal researches, questionnaires, interview, inspection, examples researches, test, etc. discussing the essence, factors, characters, the theories and the basic strategies of Biology Dialogue teaching in high school in a systematic and deep way.This dissertation consists of seven parts.Part one, the background and value of researches. The background of dialogue teaching is summarized; the present conditions in high school Biology teaching is described and analyzed; the value of theories and practice is at the same time elaborated.Part two, dialogue and dialogue teaching. The connotations of dialogue and dialogue teaching are definite; three factors in dialogue teaching are student, teacher and text.Biology Dialogue teaching in high school has the common characters, which are democratic and equal teaching, communicate and cooperate teaching; which are interactive and exchanging teaching, creative and productive teaching; which are a human- centered teaching. It is to attain the aims to promote self-constructing and self-maturing of students by some practice forms, such as teacher-student dialogue, student-student dialogue, teacher-text dialogue, student-text dialogue, students'self-dialogue teachers'self-dialogue etc.Part three, dialogue teaching theories. Biology dialogue teaching is supported by theoretical bases. The mainly theories include Paulo Frerie's, Martin Bubber's, Bahrain's, etc.Part four, development of Biology dialogue teaching strategies. Based on other subjects'dialogue teaching strategies, combined with biology characters, unified the knowledge and abilities, interacted the cognition and feelings, linked with real lives, the dissertation explored suitable dialogue strategies in high school Biology. Some operative strategies, such as text dialogue, teacher-student dialogue, student-student dialogue, reflection dialogue, are presented.Part five, the practice of Biology dialogue teaching strategies. Many Biology dialogue teaching strategies, for instances, questionnaires, interview, test, examples researches, etc. are applied comprehensively. Detailed test data illustrate advantages in improving students'learning achievements, strengthening learning interest, cultivating student-centered qualities, promoting language expression and communication abilities, and so on.Part six, reflection on practice of Biology dialogue teaching strategies. The problems we must pay attention to and reasons must be dissected when practicing dialogue teaching.The last parts, suggestions on develop Biology dialogue teaching in high school. Biology classes need dialogue teaching and biology teachers'qualities are the key to practice dialogue teaching. Consequently, there are some aspects need to be done when developing effective dialogue teaching. Firstly, to improve the qualities of Biology teachers; secondly, to attach more importance to feasible researches on all sorts of new ideas and new concepts in dialogue teaching; thirdly, take regional communications as bands, to improve teachers'teaching experiences and teaching exchanging systems.