An Educational Narrative Study Of Korean-Chinese Primary School's Miniature Classroom Dialogue In The Countryside Of Yanbian

According to the outline of Basic Education Curriculum Reform of the Ministry of Education of the People's Republic of China,we should cultivate inquiry-oriented and innovative quality talents.Therefore,developing classroom dialogue in specific teaching activities is an inevitable trend in the field of Education.Searching for Literature,it's found that most of the current studies on classroom dialogue are in urban areas with relatively developed economic conditions,rural schools are not involved.But in fact,because rural schools have fewer students,the trend of mini-classroom has gradually emerged.So have to talk in actual teaching.However,under such conditions conducive to the development of classroom dialogue teaching,teachers and students still failed to achieve a real sense of dialogue.Therefore,starting from the awareness of this realistic problem,this study tries to find out the reasons and give specific countermeasures to the problems.In this article,ten students in the primary school of T who participated in the classroom dialogue in the elementary school of T school are taken as the main research objects,among which the author focuses on a second-grade student.During the three months of internship in T school,the author obtained rich and authentic first-hand information through classroom observation,participation in teaching and student interviews.After sorting out,screening and categorizing the first-hand materials,24 narrative texts based on text dialogue,ideological dialogue and emotional dialogue are finally formed,which are analyzed and sorted out by using the theory of symbolic interaction,and then the essential problems existing in micro-classroom dialogue teaching and the influencing factors leading to the problems are summarized.Through the analysis and arrangement of the whole research,three conclusions have been drawn:(1)The dialogue teaching in the micro-classroom field has three characteristics;(2)The internal driving force of micro-class dialogue affects the development of dialogue teaching;(3)The construction effect of micro-classroom cultural environment restricts the breeding of dialogue teaching potential.Based on the above conclusions,it is suggested that(1)Teachers should set up the concept of dialogue teaching,constantly innovate teaching methods and improvetheir own literacy;(2)Students should change their learning attitude,foster courage of dialogue and strive to develop themselves in all aspects;(3)Schools should strive to strengthen the construction of dialogue environment,enhance their competitiveness and unique charm;(4)The Principal should comply with the internal requirements under the background of quality education and actively adjust their ideas.