Investigation And Analysis Of The Dialogue-based Teaching Status Of Antu County NO.1 Middle School

Dialogue-based teaching is a finding of education practices during the path of catching up with the times, and a new requirement of the new curriculum standard about Chinese teaching. According to dialogue-based teaching, an equal, democratic communication and cooperation relationship is expected to build between teachers and students so as to change the passive learning status of students in previous classroom teaching, lead them to actively participate in classroom activities and text reading and fully display students’dominant role in Chinese teaching. In China’s educational field, there are many problems inherited from history. Current educational systems, educators’understanding level of the dialogue-based teaching and students’factors-all these can inhibit applications and development of dialogue-based teaching.This paper adopts Antu County No.1 Middle School as an example.16 Chinese teachers and 270 randomly chosen students are adopted as research objects. Based on questionnaire survey, interview and data statistics, the author discusses some problems caused by applications of dialogue-based teaching to Chinese teaching in Antu County No.1 Middle School, and explores how to apply dialogue-based teaching to Chinese teaching from the perspective of demands of middle school students.This paper mainly consists of three parts. Part 1 is the introduction part, which introduces research significance, purposes, status and scope. Part 2 is an investigation and analysis of the dialogue-based teaching status in Antu County No.1 Middle School. Based on an all-around investigation and analysis of teachers’understanding level of "dialogue-based" teaching, classroom Q&A and interaction and students’ understanding and recognition level of dialogue-based teaching and their participation in dialogue-based teaching, the following problems are found. First, teachers do not have an in-depth understanding of dialogue-based teaching, and many of them regard dialogue-based teaching as ceaseless Q&A in classroom. Second, dialogues between teachers and students are not adequate. The main reason is that students’pre-class preparation is inadequate so that the dialogue model cannot be efficiently carried out. Third, efficiently commenting is lacking in classroom. Commenting is a critical link of dialogue-based teaching, but it has failed to draw adequate attention. Fourth, most students are inactive in answering questions. Part 3 provides suggestions for applications of dialogue-based teaching to middle school Chinese teaching. To be specific, dialogues should be enhanced between students and teachers. This is the key to dialogue-based teaching. To deepen teachers’understanding level of dialogue-based teaching can help fully demonstrate the value of dialogue-based teaching. Besides, as major participants in dialogue-based teaching, students should get fully prepared before class begins. In this way, a good atmosphere can be created for dialogue-based teaching. The basis for the good atmosphere is democracy, which is the linchpin to solving students’inactive participation in dialogues. Though dialogue-based teaching is expected to be diversified, Q&A is still the dominant interaction form. Therefore, teachers should scientifically design questions. Some open and thought-provoking questions and questions closely related to life can stimulate students’ interest in participating in Q&A.