The Current Situation Investigation And Strategies Of The Dialogue Teaching In Chinese Class Of Senior High School In KaShi City

The innovation and application of science and technology in twenty-first Century,on the one hand,brings convenience to human life,improve the social and economic benefits;on the other hand,because of excessive use of and reliance on technology products,not only to strengthen the technical rational thinking of human,more each other between the indifference and estrangement,lost warm humanistic care between people.Such an era full of competition,emphasis on innovation,calling for humane care,but also need to strengthen cooperation and exchanges between people.For basic education,student's physical and mental health and life state is particularly important.KaShi city in remote ethnic areas in northwest China,compared to the quality of basic education and basic education in the mainland,also needs to be improved.Research the teaching status of KaShi city senior high school class,is both a concern for student living state,and support for education in the ethnic areas and concerns,the author as a specialized postgraduate education should be more modest.In the teaching of Chinese,to cultivation of humanistic quality of student's writing skills and without meaningful cooperation dialogue between teachers and students,give full play to both the charm of the language discipline instrumental and humanity of Chinese subject,and highlights the teacher to student's humanistic care.Dialogue teaching has changed the traditional teaching style of teacher's dominant position in the teachng,place the words right and the subject position of students in a prominent position,it's outstanding features are: equality,understanding,interaction,context,target.This article as KaShi city the second senior high school for the investigation unit,a questionnaire on the part of the Chinese teacher and students.Combined with the questionnaire data,classroom observation and practice experience,in Kashgar Prefecture senior high school Chinese classroom dialogue teaching scholars to provide some reference.This paper is divided into five parts:The first part is the introduction,this chapter mainly introduces the research background,purpose,methods and significance,literature review and concept definition.The second part mainly introduces the related knowledge of the dialogue teaching.First introduces the historical origin and development of the times of dialogue teaching.And then introduces Bakhtin's dialogue theory and Martin Buber's dialogue theory as the theoretical basis of dialogue teaching.Introduced the subject of Gadamer's Hermeneutics of philosophy as the philosophical basis of the dialogue teaching,followed by the introduction of the personality development theory of Constructivist Learning theory and Erickson respectively,as the educational and psychological theories.Finally,according to the Chinese curriculum standards of compulsory education and senior high school Chinese language curriculum standards and practical teaching statusas,as the realistic basis of dialogue teaching.Last puts forward the basic characteristics of the dialogue teaching: equality,understanding,interactive,situational,target.The third part is the KaShi city the second senior high school Chinese class dialogue teaching research's design and analysis.Including the current situation investigation,and the data analysis and the result.In part of the investigation,including preparation and survey implementation two main stages,introduces the survey,survey methodology,survey tools;implementation phase of the investigation,describes the sampling methods,sample size,questionnaire distribution and recovery.In data analysis and results part,according to will questionnaire of content divided for different of dimension degrees,in accordance with different of dimension degrees on questionnaire of data results for analysis,found senior high school language class dialogue teaching exists of problem: teacher's dialogue teaching of understanding exists errors;Chinese class dialogue type is mainly quesing-answering to the teacher and students,dialogue type single;dialogue became the tool of active class atmosphere,ignored it's teaching in education;students active expression and participation dialogue's willing can't get meet;students has an error understanding their principal status;the dialogue topics are generally set by the teacher,and ignores the real needs of students;classroom atmosphere is the main factors affecting student's classroom performance;teacher's quesing ways always simple;and the initiative and enthusiasm of the students is not high,unwilling to answering the teacher's question;using multimedia assisted language dialogue teaching fewer.The fourth part puts forward the improvement strategy of the dialogue teaching.Dialogue teaching in Chinese classroom,teachers as dialogue of guide who and class of manegers,students as the teaching object and the dialogue of the participants,they should improve on dialogue teaching of cognitive;rich class different intersubjectivity dialogue type,such as teachers-students,students-students,students-text,teachers-text;master class question's skills,comprehensive used in dialogue teaching;teachers improve students participation dialogue of initiative;students enhance the pre-understanding of the text;the teachers and students together create a free and open classroom atmosphere.In the implementation process of the dialogue teaching,the dialogue topic should has the meaning of life and generativity set by teacher;and the situation of dialogue that should be problem and emotionality set by teacher;teachers and students to meet these subjectivity conditions: equal,love,modest,trust,hope,criticism thinking that can guarantee cooperation between teachers and students,and make the dialogue teaching expand smoothly.The conclusion part,is a summary and reflection of the research results and their limiations.