Research On The Current Situation And Strategies Of Teacher-Student Dialogue In High School Biology Classroom

Teacher-student dialogue is the most common form of dialogue in teaching,which affects the achievement of educational objectives,the improvement of educational quality and the promotion of educational reform.The research of teacher-student dialogue in senior high school biology classroom is not only the current trend of educational research,but also the demand of effective teaching in senior high school curriculum in China.Based on the analysis framework of teacher-student dialogue,this study diagnoses the problems existing in the dialogue between teachers and students in high school biology classroom from the practical classroom teaching level,and puts forward corresponding improvement strategies to provide practical reference for front-line biology teachers.Based on IRF discourse analysis theory and classroom teaching examples,this study constructs a dialogue analysis framework for teachers and students in senior high school biology classroom,which includes three levels: dialogue structural elements,dialogue unit and dialogue mode.Under the framework of this analysis,we use classroom observation to transcribe and analyze the classroom examples of three types of high school biology teachers: novice teachers,proficient teachersand expert teachers,so as to understand the current situation of teacher-student dialogue in high school biology classroom.It is found that there are the following problems:(1)the unbalance of the initiating subject of teacher-student dialogue;(2)the single initiating way of teachers;(3)the improper feedback way of teachers;(4)single ternary dialogue structure and authoritative dialogue unit have high usage rate;(5)the dialogue mode of novice teachers,proficient teachers is relatively simple.In order to find out the main factors affecting the dialogue between teachers and students in high school biology class,this study conducted a questionnaire survey among high school students.The results show that the main factors affecting the dialogue between teachers and students in high school biology class include:(1)students: weak sense of dialogue,low listening quality,questioning ability and expression ability;(2)teachers: lack of understanding of the theory of dialogue,lack of correct sense of dialogue and keen dialogue wit;(3)dialogue environment:classroom atmosphere is tense,classroom space-time environment is limited.Based on the above research,combined with the relevant educational theory and the practical experience of frontline biology teachers,this study puts forward corresponding improvement strategies from three perspectives of teachers,students and dialogue environment,including:(1)teachers: improve teachers' educational ideas,renew teachers' knowledge outlook,formulate dialogue strategies,and construct a scientific teaching evaluation system;(2)students: cultivate students' awareness of dialogue,listening quality,questioning and expressing abilities;(3)dialogue environment: create sufficient space-time environment and build a new type of teacher-student relationship.