The Construction Of The Evaluation Standard Of Teachers' Classroom Dialogue Teaching Quality

With the deepening of education reform,dialogue has become an important direction of classroom teaching reform,which has attracted much attention.When we participate in frontline classroom teaching,it is not difficult to find the following phenomena: on the one hand,the phenomenon of teachers' classroom teaching "full of water" is significantly reduced,but it has evolved into "full of questions",which looks like a lively appearance of "question and answer teaching" as "dialogue teaching";on the other hand,most of the dialogue does not lead to stimulate students' deeper thinking,and classroom questions are full of The problem of inefficiency or even ineffectiveness has hindered the development of students' thinking.All kinds of problems found in teaching practice force us to think and respond positively: what is an effective and high-level classroom dialogue? How can questions open up effective dialogue between teachers and students? What kind of reasoning and answering method can teachers use to stimulate students' deeper thinking? What kind of evaluation can teachers make students' enthusiasm for learning only increase? The consideration of these problems has opened the prelude of this study.In order to effectively clarify and successfully solve these problems,the author looked up the relevant research at home and abroad,and found that there are many research directions for classroom dialogue at home and abroad,but most of the research only stays in the primary stage of concept,characteristics,role,etc.,and the research on the evaluation standard of the effectiveness of classroom dialogue is rare.Based on the theory of dialogue education at home and abroad,from the teacher's point of view,taking biology teaching practice as the starting point,taking classroom teaching cases as the intervention point,and through scientific educational research methods,this project finally develops a set of scientific,practical and effective classroom dialogue evaluation scale,so as to improve the classroom dialogue ability of biology teachers and promote the logical thinking ability of students The improvement of ability of power,language expression and cooperative exploration.This research is completed by the following aspects:First of all,research and determine an effective dialogue teaching evaluation index system.In this study,ten evaluation indexes were preliminarily drawn up by observation method.Then through the interview method to collect the first line teachers and students' opinions and suggestions on the preliminary evaluation index,and then determine 12 evaluation indexes.With the help of educational statistics,we can test the feasibility of changing 12 indicators,and sum them up into three dimensions,so as to establish a three-dimensional evaluation system of time-varying indicators for classroom dialogue teaching evaluation.Secondly,the evaluation standard of dialogue teaching index is determined.Based on Bennett's theory,we use observation and literature analysis to analyze the intercepted video,and finally revise and improve the evaluation criteria.At last,the evaluation scale of classroom dialogue teaching is developed,which is tested in senior high school biology classroom,and some suggestions are given to the first-line biology teachers.