A Study On Teacher-student Dialogue In Mathematics Classroom Teaching In Rural Primary Schools

Dialogue is the key word of modern society and an effective tool for communicating and achieving goals.In the field of education-classroom teaching,we can play full use of the teacher-student dialogues to coordinate teacher-student relationships,communicate teaching content,and carry out effective teaching,which plays an important role in achieving the goals of education.However,do we give full play to the role of teacher-student dialogue,and how to give full play to it?With such doubt,the author consulted relevant literature.According to the literature collected,the study of relevant discourses is relatively mature abroad,most of which are based on the theoretical works or ideological basis of Foucault,Bourdieu,Fairfax,Habermas and others.In China,discourse research which started relatively late,has been in a stage of continuous development and immaturity.whether domestic or foreign,the objects of discourse research are mostly focused on linguistics,history,and other liberal arts teaching research.The study of discourse in mathematics classrooms teaching is far from enough.Although the research on"primary teacher-student dialogue" has been increasing year by year in our country,compared with the junior high school teacher-student dialogue research,there is still a considerable gap in the overall number.In addition,in China,the research scope of teacher-student dialogue research focuses on the role,characteristics,relationships,and countermeasures-of teacher-student dialogue,which is somewhat out of touch-with-the situation of teacher-student dialogue in rural classroom teaching at this stage.According to the existing research,it is difficult to find corresponding countermeasures to make the dialogue between teachers and students play a full role in rural classroom teaching.Therefore,the author decided to investigate the current situation of teacher-student dialogue.That is in mathematics classroom,in the rural primary school Z based on the actual situation in rural areas.Through further study and research on the literature related to teacher-student dialogues,we have an in-depth understanding of the ideological basis for teacher-student dialogues in China-new curriculum reform education theory,communication interaction theory,learning dialogue teaching ideas,constructivist theory,and so on.-Equality,science,inquiry,interaction,fairness and other content.Through interviews with our school's mathematics teachers,analysis of their daily classroom teaching cases,combined with questionnaire surveys of students,to understand the true status of rural classroom teacher-student dialogues,and to analyze and find out the problems;then find out the reasons and put forword strategys to optimize rural classroom teaching.The author hopes that,through this research,the effectiveness of rural classroom teacher-student dialogues will be improved,the depth and level of teacher-student dialogues will be enhanced in rural primary school mathematics classroom teaching,the leading role of teachers will be brought into full play,students'subjectivity will be realized,and Actual effect in rural primary mathematics classrooms will be improved.It is hoped that this research can provide a direction for the professional growth of rural teachers,comprehensive development of students,provide a feasibility guidance for rural education practices,and make a modest contribution to rural primary school mathematics classroom teaching research.