Research On The Dilemma And Improvement Strategies Of Effective Dialogue In High School Geography Classroo

In the 21 st century,with the continuous advancement of education reform,dialogue has become the educational theme of this era.The idea of classroom dialogue makes classroom teaching no longer a one-way knowledge infusion,but under the guidance and help of teachers,through the multi-dimensional dialogue in the "learning collective" to erase the spark of thinking,to achieve the goal of education.So,are high school geography classroom dialogues effective?What kind of problems do you face?How to improve the effectiveness of Geography class dialogue in high school?These problems are directly related to the success or failure of classroom teaching.Therefore,based on the basic theory of dialogue teaching,based on the needs of the new curriculum reform,this study starts with improving the effectiveness of geography classroom dialogue in high school,and seeks countermeasures to improve the effectiveness of geography classroom dialogue in high school from the perspectives of pedagogy,sociology,philosophy,etc.,in order to carry out classroom dialogue more effectively and implement the fundamental task of cultivating virtues and educating people in high school geography.The research content is mainly divided into five parts:The first part,introduction.Based on the review of the existing researches at home and abroad,the research background,purpose and significance are established,and the relevant concepts of dialogue,classroom dialogue and the effectiveness of dialogue are clarified.The theory of dialogue philosophy,deep learning loop(DELC)theory,ecological theory,group dynamics theory and collaborative teaching theory are taken as the guidance of this study.The second part,investigation and observation analysis.Through questionnaire survey,the current problems of geography classroom dialogue in high school are understood.According to the results of questionnaire survey and relevant theoretical research,the classroom dialogue observation scale is designed to observe and record real classroom cases.The third part,using classroom observation,case study and other methods,from five dimensions of dialogue subject,problem situation,teaching method,evaluation mechanism and environmental factors,to diagnose the current situation of high school geography classroom effective dialogue facing the main difficulties:(1)dialogue dislocation: dialogue subject with unbalanced status;(2)Dialogue eclipse: the situation problem of insufficient thinking;(3)Dialogue distortion: formal teaching method;(4)Dialogue root loss: biased evaluation mechanism;(5)Dialogue loss: lack of appropriate soft and hard environment.The fourth part is the strategic construction of high school geography classroom dialogue.Aiming at the problem of insufficient effectiveness of geography classroom dialogue in high school,based on relevant theories,this paper puts forward some strategies to realize the effectiveness of geography classroom dialogue in high school from the aspects of learning situation grasp,objective design,situation creation,resource form,suitability evaluation and environmental construction.The fifth part,high school geography classroom dialogue case analysis and improvement.Based on the two cases of Tianjin double excellent course,this paper analyzes the effectiveness of dialogue,points out the shortcomings and makes improvements.The sixth part,conclusion and prospect.This paper reveals the problems existing in high school geography classroom dialogue through an all-round and multi-dimensional empirical research,and puts forward some strategies to improve the effectiveness of high school geography classroom dialogue,which has certain theoretical and practical significance.However,due to my lack of experience in teaching practice,there may be some deviation in the problems reflected in the research.I will continue to deepen the practical research in the future.