Research On The Role Of Teachers In The Teaching Dialogue Of Learning Task Group

"Dialogue" is an important concept of postmodern curriculum,and it is the basic idea,principle and method of Chinese teaching."Dialogue" has different values and connotations in different teaching modes.The General Chinese Curriculum Standards for Senior High Schools(2017 Edition)puts forward the requirement to guide students to study by means of learning task groups.Therefore,dialogue is given a new meaning in the Chinese task-based teaching.Therefore,this thesis emphasizes re-understanding the nature and role of dialogue in the Chinese task-based teaching,as well as multiple dialogue relationships.It focuses on studying the role of teachers in the multiple dialogue relationship of Chinese task-based teaching,and helps teachers effectively play the role of interlocutors in the teaching of practical learning task groups.This thesis consists of three main parts:The first part discusses the theory of dialogue in the Chinese task-based teaching.First,on the basis of clarifying the connotation of the learning task group,analyze the differences in the nature and role of dialogue in the traditional reading teaching and the task-based teaching.Second,Starting from the elements of the learning task group,sort out the multiple dialogue relationships between teachers,students,the text group,the learning products;Finally,explain the role of dialogue that teachers should play in the Chinese task-based teaching:(1)create task-group scenarios to deepen student transferring learning;(2)expand the horizon of understanding in the "group" relationship;(3)interpret the learning products to form reflection;(4)enrich the task group dialogue form.In the second part,according to the teacher’s expected role in the dialogue of the Chinese task-based teaching,three Chinese language teachers in Y senior middle school in N city and their learning task group classroom teaching cases were selected as research cases,and 139 students participating in the teaching were also selected to conduct a questionnaire survey to reveal possible problems for teachers’ teaching dialogue in the Chinese task-based teaching.The results showed that:(1)the task-group scenarios failed to transfer in depth;(2)there was a hindrance to the expansion of the horizon in the "group" relationship;(3)the dialogue learning products failed to form in-depth reflection;(4)the task-group dialogue form was imperfect.After in-depth analysis,it is clear that the reasons for these four types ofproblems in the teaching dialogue are:(1)the lack of consideration of the students’ cognitive experience;(2)the teacher’s inability to grasp the dialogue text group;(3)the evaluation of learning products is not developmental;(4)teachers are not clear about the status of the subject of dialogue.The third part,based on the problems found in the empirical part,combined with theoretical research,provides suggestions to promote the role of teachers in the Chinese task-based teaching dialogue:First,teachers should improve their understanding of dialogue in the Chinese task-based teaching,including the correct understanding of the relationship between the Chinese task-based teaching and the dialogue pedagogy,understanding dialogue are important ways to promote autonomous learning of the Chinese task-based teaching.Secondly,teachers need to develop their own skills of dialogue:to achieve the "bridge" of cognition;to sort out the "group" relationship;to improve the constructiveness of the evaluation of learning products;to support methods for perfecting the task-group dialogue form.