Research On Application Of Dialogic Teaching And Its Improving Methods In Senior High School English Classroom

Along with the educational reform and new curriculum reform, many of the new teaching beliefs have been applied in English teaching. Dialogic teaching is one of them. English teaching is not only a teacher-student bilateral activity but also an emotional exchange process. It requires teacher to cooperate with students and accomplish the language communicative teaching activities together. Ultimately students will promote language acquisition by bilateral communication and meaning consultation. Dialogic teaching as a teaching way, its final goal is to improve and promote students'language communicative abilities. DT focuses on communication between teacher and students and communication between students and students, finally they can reach agreement through information exchange and interaction. DT appeals to arouse students'interests by dialogue which can guide students to think actively, furthermore, students'analytical abilities and creative abilities will also get enhancement during the conversation.In modern world, human beings have been coming into the era of dialogue. Along with the appearance of DT, it induces a new strength into the education reform. Such as Bakhtin's dialogue theory, Martin Buber's dialogue philosophy and Paulo Freire's dialogue education philosophy, they all lay a solid theoretical foundation for the study of DT. In the contemporary world, experts and scholars have studied DT from various aspects. They hold that the main communication modality between teacher and students is based on dialogue. Meanwhile, they may form the real communication and information exchange by dialogue.This paper collects data and information based on high school English classroom teaching. The author makes series of investigations and analysis in senior high school. Shown in the result, DT is not completely and effectively applied into the classroom teaching. In order to find the performance of DT, the author did the following investigations: firstly, the author handed out 155 pieces of questionnaires to the students, which can help the author to know current classroom teaching behaviors in the classroom; secondly, the author interviewed six teachers in that school whose intention was to know those teachers'understanding of DT and the application of DT; thirdly, through classroom observation, the author studied the application of DT from three aspects: they are turn—taking quantity analysis, interaction modules analysis and classroom questioning analysis. From the result analysis, it indicates some limitations in the classroom teaching such as some factors influence the application of DT, the classroom teaching module remains on form and DT lacks in diversity. According to the results, the author puts forward some methods to improve the application of DT. At last, the author hopes to reinforce teacher and students'attention on DT; meanwhile, the author also hopes to foster the students'dialogic awareness so as to enhance the communication and interaction between teacher and students.