Deep Dialogue Teaching Research Under The Background Of Informatization

Dialogue is plays a crucial role in human life, and advanced thinking ability isalso one indispensable part of human beings in the information society. In today’seducation field, dialogue and advanced thinking ability have gained the mass’sconcern. However, the current study and practice of dialogue teaching prefers toregard dialogue as one kind of principle, laying emphasis on the cultivation ofstudents’ dialogue spirit and ability, while overlooking the development of advancedthinking ability.Deep dialogue teaching is a form of teaching that defines the promotion ofstudents’ advanced thinking ability as the ultimate goal, through democratic and equaldialogue between teachers’ and students’ interaction, which helps students to bringabout logic thinking from low-level thinking ability to the high-level ones includingcreative thinking, critical thinking and problem solving. The feature is not only theobjective of high-level thinking development, but also the effective integration forstudents and dynamic opening-up of its content. There stands four basic forms ofdialogue taking place between teachers and students, students and students, studentsand texts, human beings and man-made machines.Under the background of informatization deep dialogue teaching, informationtechnology keeps students in the construction of learning by obtaining resources, thusstimulating students learning interest and deepening the understandings of problems.Through the specific situation, it gives a scope for students to perform four functionsas what were done in the high school, and particularly when using these features, it isfound to embody two aspects----positive value and negative value, which in the depthof the dialogue teaching can be used as the following means: the media ofpresentation and cognitive tools for learning.For classroom observation, constructing its dimension of deep dialogue teachingis of great account. Dimension can be separated into teacher’s teaching behaviordimension, the speech dialogue between teachers and students behavior dimension and students’ participate dimension. Also a more detailed division took place in thesethree dimensions that formed twelve observation points. Teacher’s teaching behaviordimensions including teachers’ behavior of the interpretation, the interpretation of themedia use and design, teachers and students to answer three observation points;Speech dialogue dimensions including classroom dialogue between teachers andstudents behavior analysis, the dialogue between teachers and students, teachers andstudents dialogue series, teacher questions type four observation points; Studentparticipation behavior include: attitude, breadth of participation, type of answer,speech analysis, students use cognitive tools five observation points.Through classroom observation scale, I applied the classroom observation insixty-seven classes of the selected demonstration high schools to complete astructured observation, with the end to get sixteen typical classrooms, in the way ofdividing them into teaching-oriented and learning-oriented types which had beenrecorded in videos and endowed with elaborate statistics and analysis. As a result, thedepth of the dialogue teaching lacks the following aspects: though the harmoniousrelationship between teachers and students exists, the use of teachers’ right isinappropriate; dialogue grades are insufficient; distribution of problems are notsuitable in types; discourse hegemony creates low breath and width of students’participation. Thinking-level is mostly at intermediate level; the interactivity ofinformation technology application is not enough with less comprehensive.Aiming at the problems existing in the depth of the dialogue teaching, I’ll putforward three suggestions: First, the concept, main shift from the specific changeteachers’ teaching concept, change students’ learning concept, perfecting teachers’knowledge of information technology; The second is to improve the ability ofteaching and learning between teachers and students, specific from raising teachers’teaching ability, improve the students’ learning ability, improve the ability ofapplication of information technology teachers and students in three aspects; Three isto perfect the external guarantee mechanism.