Biology Dialogue Teaching In High School And The Role Orientation Of Biology Teachers

"Dialogue teaching"is a new form of teaching under the backdrop of the new curriculum reform. As a response to the times,"Dialogue teaching", not only should be a mean of teaching, but should be up to a spirit and philosophy."Dialogue teaching"emphasises on the development of students and construction of promoting student life .It respects for the subjectivity and creativity of students. Also,"Dialogue teaching"emphasises on cultivating students′capacity and awareness of dialogue to meet the need of social development."Dialogue teaching"is an effective form of teaching beyond the traditional monologue style of concept of teaching and students. But ,currently,"Dialogue teaching"is still weak considerably at home and abroad. So it is very important significance of reality and value of theory to research dialogue teaching.Firstly, author analyses the concept of dialogue, dialogue teaching and dialogue teaching in biology and discusses the source of dialogue teaching. With the guidance of the new biology curriculum concept and with reference to some concerned theories and research achievements of other subjects, the paper focuses on the manifestations and characteristics of dialogue teaching.Secondly, author analyses the role of traditional which exits all kinds of limitations and defects. Under the new idea of dialogue teaching, this paper discourses how the biology teachers reorientation the role.Thirdly, author selects 59 biology teachers of 6 high schools in Quzhou Zhejiang province and use questionnaire investigation which analyses situation about conversion of role. The result is that there is still some gaps between teachers′educational conception and educational value of the new curriculum reform.Last, the paper focuses on the way of realizing the dialogical instruction in high school biology teaching. The author put forward the way in four aspects:formation of standpoint on classroom ecology, renewal idea on knowledge, improvement on attainment of questioning of teachers and the formation of profound relationship between teachers and students.