Research On The Characteristics Of Teacher-student Dialogue Of Expert Teachers' Mathematics Teaching In High School

Generalized "dialogue" always carried out in teaching.The dialogue between teachers and students is an important part "dialogue" in the process of classroom teaching,it is the medium for the communication between the teachers and students,in teaching,teachers' teaching and students' learning are inseparable from the speech dialogue between teachers and students.To carry on the empirical analysis of characteristics of dialogue between teachers and students in the classroom of high school mathematics,is not only conforms to the current trend of international education,but also is an urgent requirement of deepening the reform of effective teaching in high school mathematics classroom in China.The framework of this research is the stream of high school mathematics classroom discourse information classification and coding standards,it is based on the M.J.Nathan's classification standards of teachers' and students' discourse information flow and Liu Lanying's teacher-student dialogue information classification and coding standards,combined with the actual situation of the research goal and the correction of teaching video.The whole research process is divided into three stages.In the first stage,construct the analysis framework.The author construct analysis and encoding frame of teacher-student dialogue's feature in mathematics classroom in high school after based on the literature collected research,combined with the actual teaching purpose and the research.In the second stage,it is a comprehensive collection of data.First of all,Text transcription of two elegant demeanor high school math classes.Secondly,according to the characteristics of dialogue between teachers and students in the classroom of high school mathematics analysis on the first stage,construct text transcription of two elegant demeanor high school math classes.Again,using the Excel software to finish statistics on the two sections of the elegant demeanor high school math coding.Finally,Analyzing the data of two elegant demeanor high school math classes,mining the hidden meaning behind.In the third stage,interpreting the characteristics of dialogue.At this stage,making interpretation of the characteristics of mathematics teacher in teacher-student dialogue in high school elegant demeanor math classes using the known statistical data and combing with the contents of the transcriptions,then puts forward some suggestions for mathematics teachers to improve the level of dialogue between teachers and students in high school math classes.The conclusion of the study are as follows:First,the dialogue between teachers and students in expert high school math classes is the main discourse information flow,and there are less information flow in the dialogue between students and students.Second,teachers master the discourse initiative of the dialogue between teachers and students in expert high school math classes.Third,the teacher takes care of the communication with the whole classes and individual student the dialogue between teachers and students in expert high school math classes.Fourth,the teacher ignores the exchange in the communication with the whole classes and individual student in the dialogue between teachers and students in expert high school math classes.Fifth,the phenomenon of teachers and students answering together is not obvious in the the dialogue between teachers and students in expert high school math classes.Sixth,the purpose of discourse information flow of TS and TC are different in the dialogue between teachers and students in expert high school math classes.Seventh,there will be further information when teachers communicating with single student in the dialogue between teachers and students in expert high school math classes.