The Study On The Primary School Mathematics Classroom Teaching From The Perspective Of Dialogue

Dialogue teaching developed into a form of dialogue teaching from the dialogue teaching ideas, it’sdifferent from traditional teaching in teaching purposes, teacher-student relationship and teaching methods,in a very real sense, dialogue teaching is beyond the traditional teaching, which has brought vitality to theclassroom, makes the class more reflect democracy, equality, respect and trust. But dialogue teaching as anew form of teaching, it’s still not mature enough both in theory and practice, and research on theimplementation of the dialogue teaching is relatively scarce in mathematics, especially in the study ofmathematics teaching in primary school. Concurrently, it is particularly necessary to study how toimplement effective dialogue teaching in primary school mathematics classroom.In this study, the author use research literature, classroom observation, statistical analysis and manyother methods to make a study. Based on the existing research, this paper analyzes the development processof dialogue teaching, and combining the characteristics of elementary mathematics, further clarify themeaning, features and basic types of dialogue teaching in elementary mathematics, and on this fundamentalbasis, analysis the dialogue teaching cases of ordinary classroom and excellent classroom. This papermainly to study three aspects: the classroom atmosphere, teacher-initiated dialogue and student-initiateddialogue. Research of teacher-initiated dialogue mainly includes the types and methods of teachers’questions, students answer and reaction, teacher’s science answer and feedback and the authoritative sourceof dialogue teaching. Through the case analysis found that primary school mathematics teachers in ordinaryclassroom dialogue is teacher-controlled dialogue rather than the teacher-students interaction and studentsinteraction dialogue.Based on the problems of dialogue teaching practice in elementary school mathematics classroom, thisstudy suggests that built dialogue teaching practice mode for elementary school mathematics classroom canfrom the following three aspects:(1) Implementation conditions should be constructed from the teaching environment, rational, andemotional conditions;(2) Instructional design should be well-designed and systematic arrangements from the goal, topic,process, and evaluate.(3) The dialogue situation will cause and subject formation, expansion and end of teaching practicecan take effective strategies and methods.