A Survey On The Current Situation Of Dialogue Teaching In Senior High School English Teaching

Along with the in-depth implementation of the basic curriculum reform,dialogue teaching as a new teaching form different from traditional teaching has become the focus of people's attention and research.Dialogue teaching emphasizes the exchange of information between teacher-student and student-student,through information exchange,the teacher-student interaction,and finally reach a consensus on meaning understanding.With dialogue,it is possible to stimulate students' interest in learning and guide students to think positively,students' analytical ability and innovative ability will be improved.In order to study on the current application of dialogue teaching in high school English teaching,the questionnaires survey are conducted on 300 students and 30 English teachers in a senior high school in Mudanjiang No.3 senior high school.To further understand the situation,the survey also combines interviews and classroom observations.Through the qualitative and quantitative analysis of the results,this study aims to answer two research questions: 1.What is the current situation of dialogue teaching in senior high school English teaching? 2.What are the factors affecting the application of dialogue teaching? There are the following findings based on the survey.In the current situation of dialogue teaching,the results show that dialogue teaching has not been fully implemented in high school English classes.Although some teachers have inadvertently or intentionally tried to use dialogue teaching,there are some limitations in the application of dialogue teaching.For example,in the understanding dialogue,the teachers will prepare lessons,but some teachers seldom combine text content with original knowledge and create new insights and ideas.When students have student-content dialogue,they lack the ability to have questions based on the text and actively explore new knowledge points.In the reflective dialogue,the teachers often have reflection after class,but some teachers ignore the reflection on their teaching methods,relying on the accumulation of their teaching experience.They believe that students can accept their own teaching methods.Similarly,students will also reflect on themselves.However,some students only pay attention to rethinking vocabulary,grammar and other issues,most students are aware of their shortcomings but will not take timely measures to prevent recidivism.In the verbal dialogue,for example,due to time constraints,teaching arrangements or the difficulties of the questions and so on,the teachers will reduce the opportunities for student dialogue and organize some classroom activities.However,the teacher has the awareness of interacting with the students,they will listen carefully to the questions raised by the students and respect the students' views,and encourage students to ask questions.During the discussion,although students participate in the discussion,some students lack enthusiasm and rarely defend their opinions.In terms of influencing factors,from the perspective of teachers and students,the survey finds the main influencing factors on the application of dialogue teaching cover the personality,the attitude of teachers and the response of students in class,the relationship between teachers and students,the teachers' teaching style,the interest of students in learning English,and the stress of the exam-oriented education.First of all,due to the stress of exam-oriented education,which leads teachers to focus most on the key points of the college entrance examination,the teachers believe that the biggest influencing factor is the exam-oriented education.However,from the views of students,the most important factor is the teachers' teaching style,it is difficult for a single teaching method to draw their attention.Next,for the personality and the attitude,the study shows that serious teachers will make students afraid to communicate with them,resulting in alienation from students,introverted students seldom take the initiative to express their own opinions,which is not conducive to the dialogue teaching and the ability to improve students' dialogue.However,teachers will actively communicate with students,paying attention to students' problems in the learning and life.The attitude of the teachers will affect the students' reaction during class,active teachers will stimulate students to communicate with them.Instead,students' negative attitude in the classroom will also affect the use of teachers' dialogue teaching.About the relationship,the teachers would like to have more dialogue with students,similarly,the students hope to become friends with teachers.Building a harmonious teacher-student relationship is conducive to communication between teachers-student,and student-student,which helps to understand each other and improving students' interest in English learning.Finally,In the teaching environment,a harmonious,mutually supportive,and loving classroom atmosphere can stimulate students' enthusiasm for learning and it is necessary for the implementation of dialogue teaching.At last,the author hopes that English teachers should pay enough attention to dialogue teaching.At the same time,it is also hoped to enhance the communication and interaction between teachers and students by cultivating students' dialogue awareness,so that dialogue teaching can be effectively applied in teaching.