Research On The Application Of Dialogue Teaching In High School Biology Class

Dialogue is considered as a cultural symbol of communication, interaction, cooperation and communication between people. It is a prerequisite for equality, democracy, trust, understanding, tolerance, respect, friendship and so on. Dialogue can bring communication and understanding, democracy and equality. Dialogue based teaching is a new teaching mode, which is different from the question and answer method. It has great vitality. And it meets the requirements of the development of the times. So far the methods of research is mostly limited in the field of theory. Real practice research in junior and senior high school classroom is relatively few, and most of them were limited to Chinese and English teaching, especially in reading teaching for more. Of course, it has a certain relationship with teachers’ understanding of the essential characteristics of the dialogue teaching, which is not deep enough, so it can’t be studied. Biology is a subject with strong practicality and strong inquiry. In teaching by dialogue type teaching requires teachers basic skills solid enough, their professional quality qualified to truly and effectively improve the quality of teaching. This invisible to the teacher’s request more floor, is teaching benefits teachers as well as students of a reflected, which is the author selected this method. The purpose of the study, through classroom experiment, is to explore the application of dialogue teaching in senior high school biology class.In order to speed up the reform of basic education, fully implement the teaching concept of the new curriculum, the author carried out the study. The author’s research is mainly method of experimental teaching in the high school biology classroom, to teaching method(dialogue teaching method and traditional teaching method) as independent variables, student achievement, student learning initiative, student interest in learning as the dependent variable, two phases spread out over a period of 3 months of experiment. The significance of the experiment is to promote the application of dialogue teaching in high school biology teaching, improve the teaching efficiency of high school biology, and broaden the educational value of biological. At present such research in domestic is still relatively little. In the high school biology classroom to carry out this research has important practical significance and theoretical value.Four methodologies have been adopted in this study: content analysis, questionnaire survey, examination contrast, and case study, some of which are combined with each other when doing the research. This paper analyzed the situation of the dialogue teaching research, its’ implementation, as well as the problems of teaching high school biology, designs and distributes relevant questionnaires to improve and complete the mode continually in practice. The large quantities of data are analyzed by the SPSS. It can be drawn the conclusions that it can raise the student’s interest of biology study, create a class atmosphere of equality and democracy, enhance dramatically the students’ subject consciousness, facilitate the development of students’ innovative potentialities, cultivate the students’ positive emotions and make students get a remarkably higher mark in tests.However, some problems have been found out during the research. Teachers have not changed their views of dialogue instructions and can’t understand it thoroughly; applied the dialogue instruction blindly and ignored other modes of teaching which makes dialogues formalized and falsified. The students can’t operate this mode masterly. To solve the problems above, some suggestions are put forward: renewing the views of teachers by organizing teacher training and making lectures; improving the qualities of teachers and their dialogue skill; combining the dialogue instruction with other modes of instruction.