Primary School Mathematics Classroom Dialogue Teaching Situation And Countermeasure Research

Dialogue teaching is a effective teaching mode.It advocates the connotation of mutual respect,mutual trust and active listening,which is the core of the current basic education curriculum reform.In the atmosphere of dialogue teaching,students can actively interact with teachers,effectively cooperate with partners,and constantly talk with themselves in the classroom,so as to achieve effective knowledge learning.However,focusing on primary school mathematics classroom,dialogue teaching can not be effectively used by the majority of teachers and students in primary school mathematics classroom.Because it not only affects the effective operation of classroom dialogue teaching,but also has a negative impact on the process of basic education curriculum reform.In view of this,based on Sato's trinity of learning,observing and analyzing the current situation of dialogue teaching in primary school mathematics classroom,this study is devoted to understanding the current situation of dialogue teaching in mathematics classroom at home and abroad.In view of this,this paper puts forward countermeasures for optimizing the dialogue teaching in primary school mathematics classroom according to the results of observation and analysis.This paper is divided into five chapters: The first chapter is the introduction part.The author elaborates the origin of the research,the research objectives,the research significance,the research methods,the definition of core concepts,the current situation of dialogue teaching at home and abroad,and the "trinity of learning" of Sato's theory.Chapter two is the analysis of the present situation of classroom dialogue teaching in primary school mathematics.Starting from the connotation,characteristics and basic types of "trinity of learning",the author designs the classroom observation scale based on Professor Cui Yunlong's classroom observation "LICC" mode and "IRE" dialogue structure of Sato's theory.The author Enlightens from classroom atmosphere and teachers.The three dimensions of dynamic dialogue andstudent-initiated dialogue are respectively observed in the classroom teaching of "Trial and Guess" by three mathematics teachers,so as to analyze the current situation of dialogue teaching in primary school mathematics classroom.Chapter three is the analysis of problems in primary school mathematics classroom dialogue teaching.Through classroom observation and case analysis,the author puts forward the problems existing in primary school mathematics classroom dialogue teaching between teachers and students.For this,the author analyses the reasons from three aspects: classroom atmosphere,teachers and students.Chapter IV: Attribution Analysis of Primary School Mathematics Classroom Dialogue Teaching.The author makes attribution analysis of three problems in classroom atmosphere,teachers and students.In the fifth chapter,the author puts forward the corresponding countermeasures to the classroom dialogue atmosphere,teachers and students,combining with Sato's trinity of learning,aiming at the problems of teachers and students in primary school mathematics classroom dialogue teaching.Firstly,in the classroom atmosphere,teachers and students should respect and trust each other,create interesting dialogue situations and learn to listen to each other;secondly,for teachers,we should update the concept of dialogue teaching,improve the design of dialogue questions and optimize classroom dialogue and answer.Finally,for students,they should have in-depth dialogue with the text,with others and with themselves.In a word,this study has analyzed the current situation of dialogue teaching in primary school,set an example of mathematics class in grade five,and based on Sato's Trinity theory of learning,put forward countermeasures to optimize the dialogue teaching in primary school mathematics class of grade five,with a view to providing references for the effective implementation of dialogue teaching in primary school mathematics class.