Research On Teacher-student Dialogue Teaching In Biology Under The Concept Of New Curriculum

With the deepening reform of the curriculum, the teacher-student dialogue teaching has become one of the important teaching methods in the new biology curriculum, due to it conforming to the teaching concept of the new curriculum. Therefore, its good effect is important for the implementation of the concept of the new biology curriculum and the achievement of the aims of the biology teaching. However, a comprehensive survey on the achievements of its researches showed that its existed achievements were mainly focused on its essence, significance, feature, principle and so on, all belonging to its theoretical researches. Its practical researches, especially the researches on how to improve its effectiveness, were very few.In this paper, the middle school students, studied in three junior middle schools and three senior high schools of Nanchang city respectively, were taken as examples to investigate the present situation and problems existing in the specific implementation process of the teacher-student dialogue teaching. Based on the results of the investigation, a practical study was made to look for the effective strategies, which can be used to promote the teacher-student dialogue teaching into better implementation. The following three contents and results were contained in the study:First, there were few deep questions and detailed inquiries on students’ answers in the implementation process of the teacher-student dialogue teaching, and the situation can be improved significantly by the teacher asking more “why” to students.Secondly, there was low degree of harmony between the teachers and students during the implementation process of the teacher-student dialogue teaching, and it can be improved significantly by the teacher positing himself to be a democratic teacher.Thirdly, the fact that the students’ discourse right was less was found in the implementation process of the teacher-student dialogue teaching. It can be improved significantly by the teacher using the preview table or creating a dialogue atmosphere through asking interesting questions. The key event table also can be used to improve the situation, but its effect was not significant. Thus, further designs on the strategy were needed to improve the students’ discourse right.The above results not only can be used to provide theoretical reference for the researches about effective strategies on the teacher-student dialogue teaching, but also can be used to provide practical reference for the first-line teachers to conduct it effectively. Therefore, the study has important theoretical significance and practical reference in improving the effectiveness of the teacher-student dialogue teaching, and then promoting the new curriculum into effective implementation.