A Comparative Study On The Teaching Dialogue Of Biology Classroom Teachers In Senior Middle School

The concept of dialogue was introduced into the education. It has become a hot spot in research content. There are not only many scholars working on dialogue teaching,but also many educators teaching dialogue to try to implement in the actual teaching. Based on the existing researches, around a level of dialogue teaching-teaching dialogue as a focus of the study, taking two different levels of teachers of high school biology classroom video as the research object, using classroom teaching video coding analysis method to study teaching dialogue. The purpose is to explore the problems existing between the different teachers in teaching practice for reflection and suggestions for teachers’ professional development and strive to provide effective reference.Summary describing the main of research background, significance and relational researching at home and abroad, and thinking and methods of the study in the introduction of the article.Mainly on the characteristics and connotation of teaching dialogue in the support theoretical part of this study.The practical research of this article which includes two aspects:(1) methodology studies, including the following six basic aspects of the study-to determine the theme,design observation scale,to select videos, video trans-coding, video encoding, analysis data statistical.(2) describing the design of the four observation scales, respectively from the type of teacher questions, answers or reactions of students, teachers reaction to the idea of students and authoritative evaluation of teaching dialogue,to observe and compare two teachers’classroom teaching videos about teaching dialogue.Finally,the results and recommendations of this study. According to the above statistical data to analysis and the results as follows:From the perspective of the problem in terms of setting, two teachers pay attention to set the problem to lead classroom teaching activities. And the number of questions or less, but half have focused on memory issues.From the perspective of students to answer, because the teacher’s questions are asked, the answer also allows students to focus on the simple answer and describe the settlement process. However, who more experienced teachers can be properly let go to encourage students to ask questions independently.From the perspective of the student’s idea reaction, there are more experienced teachers to focus on students’ thinking.They are good at capturing the dynamics of teaching resources.From the perspective of authoritative evaluation, experienced teachers can invite the way of students evaluate, and this evaluation methods in novice teachers are few. This situation also shows the ability to novice teachers need to be strengthened to practice teaching philosophy in practice.Finally, according to the above research results and put forward to the recommendations and reflections. The novice teachers not only learning experience from veteran teachers, but also learned the forefront of their excellent teaching philosophy into their own teaching practice.Let the concept and experience combine to promote their own professional standards faster and better development.