Researches On Q & A Behavior In Classroom Under The Philosophy Of Dialogue Teaching

Looking at curriculum reform, achieved outstanding results, but some places should be improved. With the curriculum reform, teaching ideals also constantly innovate and develop. The dialogue teaching conform to the needs of the curriculum reform, more and more demonstrate its superiority. This paper try to use dialogue teaching ideals exploring the basic characteristics of Q &A behavior in classroom, and then to analyze the current status of the Q &A behavior in classroom, and the problems Q & A behavior in classroom. Set out the factors that affect the Q &A behavior in classroom , putting forward to the implementation strategy of the Q & A behavior in classroom under the philosophy of dialogue teaching.The article is divided into four major parts.Part one Introduction includes the following four aspects. First, the origins of research, by taking into the requirements of teaching reform,the needs of students'physical and mental's development, classroom's activities of teachers that three aspects identified the research content. Second, the literature review, through analysing the research of the dialogue teaching home and abroad and domestic and foreign research on the behavior questions and answers . Certainly the results of previous studies, Identify the logical starting point for research papers. Third, the purpose and significance of the study. Fourth, this study describes three main research methods which are observation, interviews, and literature.Part two Theoretical Analysis of the Q & A behavior in classroom under the Dialogue teaching philosophy.Discussed mainly from the five aspects. First, explore the philosophical sense of dialogue, describing the meaning of dialogue and dialogue features. Second, explore the meaning of the dialogue of education, introduced the content of the dialogue teaching, the essential characteristics of the Dialogue teaching is equality,open,interactive. Third, explore the inter-relate between dialogue teaching and the Q & A behavior in classroom, introduced the meaning of the Q & A behavior in classroom, the relationship of the philosophy of dialogue teaching and the Q & A behavior in classroom. Fourth, to explore the characteristics of the Q & A behavior in classroom under the philosophy of dialogue teaching. Mainly from multi-dimensional of the principal part of questioning, problems from daily life, the exploring interactive way of interrogator-responder question generated meaning, asking the question, the relaxed environment of theQ & A behavior in classroom. Fifth,to explore theoretical foundation of the Q & A behavior in classroom under the philosophy of dialogue teaching, this is mainly introduced the understanding of the hermeneutic, into things themselves of the phenomenology, the "4R" Theory of the post-modernist Three kinds of theories is as the basic role in this paper.Part three Practice of the behavior of Q & A in classroomMainly two aspects discussed. First, design and description of study, the main object including five major aspects, selecting the object of research, the basic situation of the school, the way into the observation, description Q & A mode.Second, the results and the analysis of the study, three areas were studied in this part,1. the statistics and the analysis on Q & A behavior in classroom, According to the established theory of the Q & A behavior in classroom, under the philosophy of dialogue teaching, they are: The results and analysis of the principal part of questioning, the findings and analysis of the type of question, the results and analysis of the mode of Q & A behavior, the results and analysis of follow-up in classroom The results and analysis of the environmental of under the philosophy of dialogue teaching.2. problems of the Q & A behavior in classroom, Mainly including problems that exist in the principal part of questioning, problems that exist in type of problem, problems that exist in the mode of Q & A behavior, problems that exist in follow-up, problems that exist in the environmental of Q & A behavior in classroom.3. Factors that affect Q & A behavior in classroom. Discussed four factors, they are teachers factors,students factors, the examination system factors, space and time factors in classroom.Part four Discussed implementation strategy on Q & A behavior in classroom under the philosophy of dialogue teaching. This section from five aspects were studied. First, a spiritual level:to improve the understanding of teachers and students of Q & A behavior in classroom under the philosophy of dialogue teaching, including the teachers are the problem-solving partners, the students become the questioners. Second,the institutional level: to change the shackles of examination that control the natures of problem, a clear direction of the problem, focus on establishing the core issue blocks. Third, the teacher level: to achieve good quality that enables Q & A behavior in classroom, including flexibly using the mode of Q & A behavior, a way to solve the problem which approaches to group cooperation and sharing.Fourth, the students level: to improve the capacity of the students about Q & A behavior, including mastering the skills of questioning, students are able to actively listen, enrich students experience. Fifth,environmental level: ensurely time and space that achieved Q & A behavior in classroom under the philosophy of dialogue teaching, including the creation of adequate time and space environment and safe psychological environment.Four aspects are always revolve around analyzing Q & A behavior in classroom under the philosophy of dialogue teaching, from the introduction section exploring the origins of writing to establishing the theory of Q & A behavior in classroom under the philosophy of dialogue teaching, to practice of the behavior of Q & A in classroom, to analyzing factors that affect Q & A behavior in classroom, and then to discussing implementation strategyunder on Q & A behavior in classroom under the philosophy of dialogue teaching, five-part organically together.