| "Without dialogue there can be no communication,and without communication there can be no real education." Dialogue is not only an exchange of information,but also an internal pursuit of life.With the continuous advancement of the new curriculum reform,the idea of dialogue teaching becomes more and more prominent.responding as a teacher to the student to answer questions after the reactions and processing,between teachers’ teaching and students’ learning built a bridge of communication,is a dialogue tool and means,and most directly reflects the effect of the dialogue.However,it is a pity that many front-line teachers have the phenomenon of "no dialogue" and "false dialogue" in their answers.The idea of dialogue teaching has a great guiding significance for improving the quality of teachers’ responding,therefore,this study through the literature method,observation method,case method,interview method many kinds of research methods,with six Yi Chun city Y elementary school language teacher as case study,from the perspective of dialogue analyzing 12 primary school Chinese reading lessons in a existing obstacles and the reasons,and putting forward some strategies to promote dialogue in classThe research shows that dialogue teaching aims to cultivate a "whole person",advocates the construction of the teacher-student relationship,the generation of multi-direction interactive dialogue process,and the creation of meaning in the fusion of vision between teachers and students.Under the perspective of dialogue teaching,classroom responding promises to realize multi-subject interaction based on teaching objectives and in a democratic and equal environment,and teachers and students finally achieve the integration of vision.At the same time,it should also promote the harmonious development of students,promote the development of students’ thinking ability,stimulate students’ sense of self-efficacy three layers of value pursuit.By comparing the theory of dialogue teaching,and combining with the real classroom observation and case study,it is found that when primary school Chinese teachers deal with the purpose,content,process and method of responding,the phenomenon of the lack of dialogue teaching concept is common.First of all,the purpose of responding is rigid and knowledge-only.Specifically,responding emphasizes knowledge and skills,neglects emotional attitude,emphasizes learning results and neglects thinking process.Secondly,the content of the responding is closed and lack of inspiration.The specific performance is that the content of the responding is limited to the "standard answer" and "the teacher’s nature".Thirdly,the conversational nature of the responding process is low and the students’ feelings are ignored,which are manifested in more discourse control,lack of listening art,short waiting time and insufficient thinking of students.Finally,improper use of responding method,negative responding more,which is embodied in the prominent stylization of responding,frequent occurrence of inefficient praise,inflexible use of developmental responding,high proportion of substitution in objective responding,less use of non-verbal responding and misunderstandings.There are many complicated factors,such as subjective,objective,internal and external,etc.In order to explore the root of the problem,through interviews with teachers and students,we find that the main reasons are as follows: First,teachers have insufficient understanding of the nature of Chinese teaching and responding;It holds that the emphasis of Chinese teaching is to promote students’ mastery of basic knowledge,and the importance of responding lies in promoting students’ mastery of knowledge and the development of classroom process,instead of focusing on the overall development of students.Secondly,the preset of teachers’ responding is not comprehensive enough.It is reflected in two aspects: the text interpretation is not in place,and the connection between students and the text is severed.Therefore,in the face of various personalized answers,teachers can not give appropriate responding according to the specific circumstances.Third,it is bound by the traditional classroom teaching mode.In terms of interpersonal relationship environment,teachers always unconsciously put themselves in an authoritative position when interacting with students.In the aspect of classroom organization environment,the limitation of time and space makes it easy to create a sense of distance between teachers and students.Fourthly,the limitation of teachers’ experience and ability in responding;On the one hand,teachers in different stages of career development differ greatly in their responding level;on the other hand,teachers lack the opportunity to continue learning and training.If they only take it for granted and responding it based on their daily experience,they often use negative responding methods,and the dialogue process is easy to fall into formalization.In view of the above reasons,in order to realize the dialogue between teachers and students,it is necessary to start from the subject of teachers.First of all,change the idea of responding;Raise the consciousness of responding and pay attention to the reflection of responding.Secondly,the purpose of responding is from indoctrination to communication.Based on the overall development of students,pay attention to the process of development of students.Again,the responding content from closed to open;Before class,fully study the text,expand the interactive space of responding,fully understand the learning situation,improve the generative nature of responding.Then,the responding process changed from unilateral interaction to multilateral interaction;In class,create an equal classroom psychological environment and space environment,sincerely listen to and understand students’ answers,grasp the appropriate waiting time.Finally,the responding change from negative to positive;Teachers should flexibly use open discursive responding methods according to specific situations,and only in this way can "dialogue" classroom responding be really formed. |
