Research Dialogue Teaching Junior High School Mathematics Classroom

In the "compulsory education mathematics curriculum standard (2011Edition)", the teaching activity is considered as a process of teachers and students active participation, interaction, common development, students’ learning process should be lively, active and personalized. Compared with the experiment, it increased the "active participation". In fact, the active participation of teachers and students in the classroom teaching is the key to realizing high quality. Here, the "participation" includes both the cognitive participation of teachers and students, and the behavior participation, emotional involvement. This means that students and teachers must have the "dialogue" consciousness, classroom teaching is not only to teach students the teacher’s unidirectional textbook knowledge, but a process of teachers and students to exchange, share, understanding and creation. The conversation between teachers and students should be adapted to the modern education reform and the development tendency and as a powerful driving force in mathematics teaching process.Dialogue teaching is a teaching model; it highlights the subjectivity and equality between teachers and students. First of all, the subject of dialogue teaching is teachers, students and texts, and they all have equal status. Students are no longer a "memory", they have their own right to speak, to query, to express their views. Teachers are not the authority. They can’t occupy the classroom discourse. The teachers and students are equal, they talk and study together. The text is not the objective facts, the truth, but the intermediary of dialogue. Secondly, based on the equal relationship between the teachers and students, interactive teaching in the field of dialogue is not only stay in the lively discussion, but deep in the emotional level. They exchange on the text experience, meet with a view to achieve integration. At last, they realize the spirit in the process of mutual acceptance and pour. Finally, the equal dialogue is the relation to establish a harmonious in different views and opinions of symbiosis. Once the teachers a sense of trust, the confidence of the students is established, teacher’s trust, the confidence of students set up, their wisdom and passion will be burst out, each of them can be free to grow lively.This paper expounds the dialogue teaching theory based on the research of document literature and discuss it combined with the practice. The first part explores the importance of dialogue teaching from the origins, trends and the value of this research. Then it expounds the background, connotation, characteristics and types of dialogue teaching. Finally it introduces the theoretical origin of dialogue teaching, and the establishment of dialogue type teaching mode. The above is the theoretical research on middle school mathematics teaching dialogue. Then, combined with the dialogue teaching practice of middle school mathematics, it analyzes the problems in the teaching of the dialogue objectively and subjectively and put forward a series of feasible strategy from the author’s point of view. The sixth part is the core of this paper, the teaching experiment was conducted on the basis of practice, then it analyzes the results of experiment scientifically, and prove the dialogue teaching is feasible Through the implementation of this model, in terms of learning mathematics, the enthusiasm of students learning, self-learning ability, cooperation consciousness have been varying degrees of increase, at the same time, the teaching quality has been improved.The innovation of this research lies in:dialogue teaching is a relatively new teaching mode, this paper prove the effectiveness and feasibility of the mode from both aspects of theory and practice. Finally according to the actual situation, put forward my views and opinions on the model problems.