Research On Biology Classroom Questioning In High School Under The Dialogic Register

The idea of dialogical teaching has attracted much attention,but how to carry it out successfully in primary and secondary schools in our country is always a difficult problem.Around the questions in the dialogue between teachers and students in class,this is the most common and basic way to carry out empirical research.This paper mainly adopts the method of literature review and qualitative research,collects data through classroom observation and case analysis,and conducts analysis and research on biology classroom.This paper is mainly divided into five parts: the first part systematically introduces the research background,research problems and significance,research methods and process and research value.The second part systematically sorts out the dialogue philosophy thoughts of Bakhtin,Martin Buber,Hans-Georg Gadamer,David Bohm and Jürgen Habermas,and summarizes the core part of each person's dialogue philosophy.The third part is based on the most core part of the above dialogue philosophy,redefining the definition of dialogue teaching,and discussing the principles of the three dimensions of dialogue teaching: the way,the method and the art.The fourth part is going deep into the classroom,combining the way,method and skill of dialogue teaching with the actual teaching,and specifically analyzing the state and characteristics of classroom questioning in the context of dialogue teaching and core accomplishment of biology.The fifth part is the conclusion and inspiration.The innovation of this research is as follows: the first point is to elaborate the thought of dialogue teaching in theory and put forward the way,method and technique of dialogue teaching;The second point is based on the reconstructed dialogue teaching ideas,combined with the new curriculum concept,the high school biology classroom questions were systematically analyzed;The third point is that the methods and conclusions of the analysis have good reference significance for improving the ability of questioning in class.