Study Of Imbalance Dialogue Between Teachers And Students In Primary And Secondary Classroom

With the further development of new curriculum reform and quality education, the new curriculum ideas are deeply rooted among people, blowing the traditional modes of teaching innovation as the spring brezze. Flexible teaching approach is increasingly favored by the teachers, which bring vigor and vitality to classroom. Curriculum reform has achieved initial success, but there are still many problems to be solved. The teaching posited at the teacher-student communication, positive interaction and common development process by the new curriculum. This means that teachers will have a "dialogue" awareness. Classroom teaching is no longer just to teach students textbook knowledge, but the process of sharing and understanding. The teacher-student dialogue should be a strong driving force of the teachering process. However, the survey in the field found that the dialogue between teacher and student in an unbalanced state. The low quality of the dialogue have a direct impact on the development of students and teacher, also teaching efficiency. Thus effective building a harmonious and active teacher-student dialogue will have important theoretical and practical significance.This study from the view of education, social education, psychology, etc. Supported by construct theory, Bloom mastery of teaching theory, Gardner's Multiple Intelligences theory, etc.The author investigated teacher-student dialogue more comprehensive in Anyang City of Henan Provence. The survey found that in current primary and secondary classroom, teacher's question is lack of innovation in design; the teacher choose less students to talk with; students lack of independent thought or expression space and other issues. Most classrooms lack of vigor and affecting learning efficiency of students, enabling "reducing the burden" of students as utopian, the operating burden heavier. The author analyse reasons from two aspects, objective factors, and subjective factors. Based on the analysis of the reasons to build a dynamic and harmonious relationship of teacher-student dialogue in class, the author proposed five feasibility trategies:The state should enhance the educational supervision; Classroom educators learn to use textbook flexiblely; Teachers and students have to convert the concept of teacher-student dialogue in class, etc.The ultimate goal is that through the active dialogue between teachers and students to foster the ability of innovation, improve the efficiency of studing in class, thereby reducing the burden of students after class.