Primary School Chinese Classroom Teaching Dialogue Research

Dialogue is people’s access to external knowledge sharing personalized experiences, examining the basic ways of the world and important way. Under the new curriculum reform, classroom teaching more effective dialogue appeal to serve and creative dialogue is a necessary requirement to carry out teaching education reform. In contrast practice, however, the first-line language teachers respect primary school teaching philosophy dialogue exists vague understanding of the specific class implementation there are errors, even with the departure from the spirit of dialogue. Based on this, this paper, primary school language teaching dialogue as the theme, try to implement a dialogue on the primary school language teaching from teachers, students, teaching and learning environment in three dimensions to analyze current situation, hoping for the effective implementation of the primary language classroom teaching to make modest, for the front line Primary School teachers in the teaching of science to carry out dialogue assistance and guidance.Firstly, teaching dialogue, the core concepts of primary school language teaching dialogue will be defined; then the integrated use of questionnaires, interviews and classroom observation of classroom teaching current situation dialogue, Shandong Province, Qingdao Chengyang Z primary language primary investigation, and not depth analysis reasonable dialogue factors phenomenon; Finally, the relevant promotion strategies.This paper is divided into five chapters, as summarized below:The first chapter is introduction. It discusses the research origin, research significance, research ideas and research methods. The new policy-oriented curriculum reform, teaching theory of expectations and demands of the practice of teachers in three areas to clarify the origin of the study, analysis of the necessity and significance of this study clearly fundamental questions.The second chapter, the relevant research results to sort out dialogue, dialogue teaching three important concepts namely "dialogue", the concept of "teaching dialogue", "primary school language teaching dialogue" be analyzed and defined, discussed the dialogue language teaching type, divided into teacher-student dialogue, life and dialogue, three teachers and students dialogue with the text.The third chapter, to seek support from the philosophy of education, sociology, pedagogy theory of language teaching dialogue and analyzes the characteristics of Chinese teaching practice dialogue, including generating a build, with equal respect, honest communication and reflection comb.The fourth chapter analyzes the primary language teaching dialogue situation and reason. In this study, combined with primary language disciplines, integrated use of questionnaires, classroom observation and interview methods, Qingdao City, Shandong Province, Z primary school teachers and students for the study, in-depth understanding of teachers concept, dialogue awareness, student engagement, classroom discipline and other related issues. The results show, Z primary school teachers as a whole have a more positive sense of dialogue, but the dialogue accomplishment of individual teachers, the student body awareness, the ability to dialogue and the combined effects of teaching and learning environment, the dialogue is still there to put aside the text, speaking hegemony, superficial conversations, classroom disorder and other issues.Chapter fifth, for the fourth part of the dialogue to sort out a problem, the concept of dialogue from the teacher, the student masters the external environment point of view put forward three improvement strategies, specific strategies include:teachers establish dialogue awareness, enhance dialogue wisdom, encourage diversity in interpretation of the text, the creation of dialogue atmosphere; enhance students’ consciousness, learning conversation skills; insist on the concept of development evaluation external environment, the establishment of monitoring mechanisms and other language teaching.Teaching dialogue core philosophy and practice characteristics were investigated front line primary language classroom teaching status and problems of dialogue, the ultimate goal is to emphasize the value and significance of dialogue, improving classroom teaching process, and thus enhance the quality of language teaching. In short, the teaching of meaningful dialogue is the research content, but they are also complex. Due to the subjective and objective conditions, this study on data collection may not be comprehensive, rigorous enough in method, the future still need further study and effort.