| Instruction research is an effective means to promote the professional development of teachers,an important support for the sustainable development of primary and secondary schools,and a guarantee for the creative implementation of new courses and the improvement of education quality.However,traditional instruction research have experienced formal,task-based,and empirical deviations in practice.The organizational authority and knowledge hegemony in instruction research have resulted in low participation of instruction research members and poor results in instruction research activities.As dialogue theory shifts from linguistics to philosophy,dialogue enters every aspect of education,and it also injects vitality into traditional instruction research.Dialogue instruction research came into being.The thesis adopts a literature research method to systematically sort out the research status of instruction research,school-based instruction research and dialogue instruction research.The thesis combines the dialogue theories of Buber,Bakhtin,Gadamer and others,focusing on “Why dialogue instruction research can promote primary school Chinese school-based instruction research?” “How dialogue instruction research promotes primary school Chinese school-based instruction research?” “What are the strategies of dialogue instruction research to promote the Chinese school-based instruction research in primary schools?” These three questions construct an analytical framework for dialogue instruction research.On this basis,the thesis uses case study method to analyze the typical case of schoolbased practice in dialogue instruction research of L primary school Chinese instruction research group in F city.The thesis is divided into six parts.The first chapter is an introduction,which explains the research background,problem proposal,research purpose,research significance,research methods,research ideas and research overview.The second chapter is the theoretical construction of dialogue instruction research.It expounds the basic connotation of dialogue instruction research from three aspects of ontology,value theory and methodology,and analyzes the basic elements of dialogue instruction research from four aspects of subject,theme,activity and achievement.The third chapter is the dilemma analysis of the traditional school-based instruction research group of the L primary school Chinese instruction research group in F city.It analyzes the plight of the traditional school-based instruction research group of the L primary school Chinese instruction research group from four aspects: subject,theme,activity and achievement.The fourth chapter is the case and analysis of the school-based practice in dialogue instruction research of the L primary school Chinese instruction research group in F city.It analyzes the elements and effects of the school-based practice in dialogue instruction research of the L primary school Chinese instruction research group in F city from the four dimensions of subject,theme,activity,and achievements,as well as teachers,teaching researchers,teaching research leaders,and researchers.The fifth chapter is the basic strategy of school-based practice of primary school Chinese instruction research.It provides strategies for the school-based practice of primary school Chinese instruction research from the three dimensions: subject,environment and discipline.The sixth part is the research conclusion and reflection.Based on the dialogue theory,the thesis constructs a theoretical framework for dialogue instruction research,and uses the theory of dialogue instruction research for case analysis,and proposes a basic strategy for school-based practice of primary school Chinese instruction research.First,build a dialogue instruction research community that includes teaching staff,administrative staff and researchers.Second,create an ideal dialogue environment of equality,trust and tolerance.Third,we should pay attention to the Chinese disciplinary of dialogue instruction research from three aspects: the nature of the subject,curriculum standards and core literacy. |
