A Practical Research On Mathematics Dialogue Teaching In Rural Junior High Schools

For a long time,because of the one-sided pursuit of graduation rates,and the teaching mode of "monologue" of the junior high school in the countryside.It is still in the state of teachers’ unilateral explanation,infusion and lack of communication between teachers and students.The students passively accept mathematics knowledge.This prevent the students from exerting the principal role and improve their comprehensive qualities.In the context of a new round of basic education reform,dialogue teaching is a new form of education.It advocates democracy,equality,interaction and freedom.It is a teaching method for teachers and students to acquire new knowledge through communication,exchange,cooperation and joint learning.The junior high school students in the countryside lack the interest and initiative of learning mathematics.The junior high school mathematics teachers in the countryside don’t do much enough to cultivate students’ ability of self-study,interaction and solving problems,and also the students’ interest in learning mathematics.The analysis based on the above problems,the author apply the dialogue teaching in the countryside junior high school mathematics class,starting from changing the way of math teaching,changing the state of the students passive acceptance in the class.It can fully reflect the students’ subject status by helping the students actively paeticipate in the activities in the active and passionate math class.Through the questionnaire survey and the interview to teachers,we know that the traditional teaching mode is still very popular in the rural high school mathematics class.Through the literature research to understand the current situation of the rural middle school mathematics dialogue teaching research.The constructivist learning theory is taken as the theoretical support for the teaching of mathematical dialogue in rural junior middle schools,and the "intersubjectivity" theory provides the fundamental conditions for the teaching of mathematical dialogue.The theory of liberation education and the theory of subject education also provide guidance for the implementation of mathematical dialogue teaching.Then according to the three links of dialogue teaching,namely dialogue before class,dialogue in class and dialogue after class.Five class dialogue forms,namely teacher-based dialogue,student-based dialogue,teacher-student dialogue,student-student dialogue and teacher-student dialogue.According to the characteristics of rural junior high school mathematics dialogue teaching and the psychological characteristics of rural junior hign school students in learning mathematics,this paper puts forward that the teaching design of rural junior high school mathematics dialogue should follow the principles of democratic teacher-student relationship,highlight students’ subject status and give play to teachers’ leading role.Again the implementation strategies according to the countryside junior high school mathematics teaching dialogue,the dialogue between teachers-students strategy(divided into listening dialogue,question and answer dialogue,topic dialogue),students-students dialogue strategy(divided into discussion dialogue,debate,dialogue,picking out mistakes dialogue),teachers-textbooks strategy(ready to dialogue,summarize the process of dialogue,dialogue type),students-textboks strategy,teachers and students of self-talk,combined with three specific examples of these strategies.After a semester(nearly 4 months)of rural junior high school mathematics dialogue teaching experiment and the analysis of teaching effect,it can be found that the dialogue teaching on students’ mathematics learning results,students’ interest in mathematics learning and students’ attitude to mathematics learning have been significantly improved.Through the practice of dialogue teaching in rural junior high schools,it is concluded that dialogue teaching can improve teaching quality,improve learning atmosphere,enhance students’ sense of cooperation,and increase teachers’ quality.