Study On The Effectiveness Of History Class Dialogue Teaching In High School

With the introduction of the high school history new curriculum standards in 2017,the disadvantages of monologue and single lecture teaching modes in high school history class are becoming more and more obvious.The new curriculum standard take high moral values establishment and people cultivation as the most fundamental task.Dialogue teaching,because of its emphasis on the interaction and connectivity of dialogue subjects,and advocates the common progress of both sides of dialogue,it gets more and more attention and attempt of vast teachers on the front.However,it is inevitable that there are some ineffective or inefficient classroom dialogue phenomena,such as: the unequal discourse power between teachers and students,it causes the formalization of dialogue between teachers and students,the lack of opportunities for dialogue between students and students,and the less dialogue between students and texts,etc.High school history classroom dialogue teaching has the characteristics of divergence,interaction,openness,knowledge generation and empathy.From the perspective of the effectiveness of classroom dialogue teaching,this paper adopts the methods of combining literature review and field observation classroom dialogue for the three factors that affect the quality and frequency of dialogue,which are teachers,students and texts involved in the history classroom.To analyze the factors that affect the dialogue in high school history classroom,and find out the causes of inefficient or even ineffective in the classroom dialogue.Based on this,the paper discusses the effective strategies of optimizing the application of dialogue teaching in history classroom of senior high school,In order to promote the effective implementation of high school history classroom dialogue teaching,improve the current situation of classroom teaching,and provide some suggestions for reference.This paper consists of six parts.The first part is the introduction.This paper expounds the reason of the research,the purpose and significance of the topic,the research status of dialogue teaching at home and abroad,as well as the research methods and basic ideas.The second part is the concept definition and theoretical basis.On thebasis of defining the concept of dialogue teaching and dialogue teaching effectiveness,this paper is adopted Paul Freire's dialogue teaching theory “Approach of question raising”and the constructive learning theory as the theoretical support.And developed the classroom record observation table and the evaluation criteria of students' participation in the effective classroom dialogue.And taking this as the criterion for evaluating the effectiveness of the classroom dialogue.The third part is the analysis of the current situation of high school history classroom dialogue teaching.Mainly through questionnaires and teacher-student interviews,we can understand the misunderstandings in the actual teaching of dialogue teaching,clarify the existing problems and analyze the reasons.The fourth part is the effectiveness analysis of the dialogue teaching classroom record.This paper selects the two cases to analyze,New Routes for Civilization Communication and Open Test Questions and Training for College Entrance Examination,and get the feedback from the status of implementation of the dialogue teaching model.Then try the practical dialogue teaching application with the lesson of Great Historical Turn.The fifth part is the effective strategy for implementing the dialogue teaching mode in high school history classroom.According to the feedback from the actual teaching application,the corresponding countermeasures are proposed from the aspects of teachers and students.The sixth part is the conclusion.This paper mainly shows that there are still some problems to be further corrected and discussed and the future prospects.The sixth part is the conclusion,which mainly explains that there are still some problems to be corrected and discussed in this paper,and the future prospect.