| Classroom teacher-student dialogue is the most common form of dialogue in classroom teaching.Equal teacher-student dialogue can give students a sense of subjectivity and enhance students? enthusiasm for participating in the classroom;an open teacher-student dialogue can enable students to fully demonstrate their individuality and cultivate students? communication and innovation skills;democratic teacher-student dialogue can break the relationship of“I—it”between teachers and students,promoting the common development of teachers and students.Since the new curriculum reform,the emotional and spiritual communication between teachers and students has received a lot of attention.However,in the actual classroom Chinese teaching in senior primary schools,the dialogue between teachers and students is a mere formality and students? dialogue consciousness is weak,which is contrary to the current idea of encouraging students to learn to talk,leading to the unsatisfactory effect of the dialogue between teachers and students in the classroom.Based on the theory of communicative teaching,constructive learning theory and subjective education theory,this study synthetically uses literature,observation and interview to study the subject,content,form,level,feedback mode and atmosphere of teacher-student dialogue in senior Chinese classroom of primary school.Through combing and analyzing the relevant literature and combining with the suggestions of experts and scholars,the author make a dialogue observation table between and an outline of interviews between teachers and students in senior Chinese classes of primary schools.Forty-eight fifth and sixth grade Chinese teachers from six primary schools in D city were selected as subjects to observe the dialogue between teachers and students in their classes.The hours of observation is 108,including 72 regular lessons and 36 classroom recordings.In addition,I interviewed 20 teachers and 24 students in order to figure out the current situation of teacher-student dialogue insenior Chinese class in primary school,find out the existing problems,analyze the causes and put forward corresponding improvement strategies.This study is consisted of six parts.The first part is the preface,which mainly illustrates the problem,the significance of the research,the literature review at home and abroad,the theoretical basis of the research and the related concept definition.The second part is the research method,which introduces the research method literature method,observation method and interview method used in this study.The third part is to analyze the results of the research on the current situation of teacher-student dialogue in senior Chinese class of primary school.The fourth part is the analysis of the current situation,analysis of problems and causes.The main problems are as follows:(1)students seldom initiate dialogue on their own;(2)teachers seldom raise open questions;(3)the form of teacher-student dialogue is single,and it's based on "teachers ask and students answer";(4)there is less high-level dialogue between teachers and students;(5)teachers' feedback to students lacks pertinence;(6)the atmosphere of teacher-student dialogue is tense.The fifth part is to propose a strategy to improve the current situation of teacher-student dialogue in the upper-class Chinese classroom:(1)teachers should help students enhance the subjective awareness in dialogue;(2)teachers create a reasonable situation for problems,pay attention to the design of open problems;(3)teachers and students try to be creative and enrich the form of teacher-student dialogue;(4)cultivate the ability of teacher-student dialogue,improve the level of teacher-student dialogue;(5)Teachers respect individual differences and give feedback to students accordingly;(6)relocate the role of teachers and students and create a good atmosphere for dialogue between teachers and students.The sixth part is the conclusion,innovation and reflection of this research. |
PDF Full Text Request