Pathological Dialogue In Senior Middle School Geography Class

The appearance of dialogue teaching is not casual. From our daily life to teaching field, dialogue always stays within the range of vision of people. Being a newly- rising teaching approach, dialogue teaching is becoming one of the latest focus in the field of education, reflecting strong vitality and having a profound effect on the field of practicing. However, specialized research on the dialogue teaching in the geography class remains to be improved. This thesis, based on the deep understanding of the Criteria of the Chemistry Course (experiment edition) and reference to the relevant theory and research outcomes of other subjects, gives a theoretical and practical research on the dialogue teaching in the geography class.From the characteristic of geography, based on relevant theories and research outcomes of other subjects, Chapter one generally states a theoretical and practical research on the dialogue teaching in the geography class. Chapter Two and Three summarize the display of pathological dialogue in the geography class by observing, surveying and interviewing. Chapter Four mainly talks about the way to solve pathological dialogue in the geography class by practicing. It points out: If we want to carry out the dialogue teaching properly in geography class, the key is to improve the teachers' professional attainments, obey the fundamental principle of dialogue teaching, and foster the students' study ability in geography. It helps teacher have a further understanding of teaching theory, promote their professional attainments, improve the relationship of teachers and students, remove the estrangement of teachers and students, and overcome the pathological dialogue in class. Then we teacher can communicate, enlighten, supplement with students in a good environment. Furthermore, we can enjoy the joy of thinking, communicating and promoting the performance of dialogue teaching.