Research On The "Dialogue Teaching" Method In Junior Middle School History Class

At the beginning of the 21st century,a mighty basic education curriculum reform is in full swing in the education circle.The promotion of the new curriculum reform has given people a new understanding of the connotation of education,and the vision of education has been instilled blindly from the past.The "savings bank-style" education gradually shifts to a "new education" that emphasizes student-oriented,fully respects students' dominant status,and emphasizes students' independent cooperation.In the context of this change in the educational environment,dialogue teaching,as a teaching method,once again entered the educational venue with a brand-new attitude,entered the research field of education in the field of education,and entered the front line of classroom teaching.Dialogue teaching means that teachers and students communicate and interact in an equal and free environment.Both teachers and students are equal and independent individuals,respecting each other,listening to each other,and learning from each other,so as to achieve "knowledge resonance".The emergence of dialogue teaching responds to the requirements of basic education curriculum reform.However,many teachers still have a superficial understanding of dialogue teaching in their teaching practice,and there are still many misunderstandings in the use of dialogue teaching.This paper focuses on the practice of dialogue teaching in junior high school history classroom,and gives crude advice for the misunderstandings in practice.In addition to the introduction and conclusion,the main body of the thesis is composed of four parts:The first chapter clarifies the relevant theories of dialogue teaching,explains what dialogue teaching is,what is the meaning of history dialogue teaching based on the subject of history,expounds the characteristics of dialogue teaching,and what is the important role of dialogue teaching in junior high school history classrooms.Interpret dialogue teaching from a macro perspective.The second chapter focuses on five practical ways of dialogue teaching in junior high school history classroom,including the dialogue between teachers and students and teaching text,the dialogue between teachers and students,the dialogue between students and students,the dialogue between students and multimedia courseware,and the reflective dialogue between teachers and students and self.The third chapter analyzes what kind of expected teaching effect teachers should achieve by using dialogue teaching.The application of dialogue teaching in the junior high school history classroom is to adapt to the requirements of the history curriculum reform and cultivate new talents for the country.Therefore,teachers should pay attention to cultivating students' critical and innovative qualities when using dialogue teaching,and always consider the student's dominant position to stimulate interest.It is far from enough that classroom teaching only stays on the surface of knowledge.What's more important is to infiltrate historical emotions and tacit values in classroom teaching,so that students can get emotional experience.The fourth chapter is about the teaching examples,emphasizing the mistakes that are easy to appear in the practice of classroom dialogue teaching,mainly including the false nature of classroom dialogue teaching;The polarization of dialogue teaching;The simplicity of teaching problem design;The formality of the group discussion.In view of the problems in teaching,the corresponding teaching strategies are put forward: to know the characteristics of dialogue and to construct dialogue situations;Create dialogue scenes and study and teach art;To explore the essence of history and to create the meaning of the problem;Clear the purpose of cooperation and create a fine group.The implementation of dialogue teaching in the junior middle school history classroom is both an opportunity and a challenge.Effective use will promote the transformation of teaching concepts and teaching models,will make students become knowledge builders,and enable students to develop their abilities.At the same time,it will be counterproductive to teachers,and both teachers and students can interact with each other.To promote,with the joint efforts of both parties,the development of the junior high school history classroom will surely shine.