Chemistry Classroom Dialogue Teaching And Research

Dialogue teaching is a new teaching form occurring in the context of new curriculum. It presents concise spirits and meanings of new curriculum, emphasizes interaction and dialogue. At present, the theoretical study on dialogue teaching is comparatively stronger than the practical study combined with concrete subjects, particularly with chemistry. On the basis of investigating the current situation about chemistry teaching in the senior high school, the writer promotes a study on chemistry dialogue teaching in class and designs carefully about its implementation.The thesis falls into six parts.The introduction puts forward the subject and explains the meanings of study on chemistry dialogue teaching in class.Part one analyzes the concepts and the theoretical bases about chemistry dialogue teaching in class. Firstly, it defines some essential concepts. Secondly, the theoretical bases about dialogue teaching in class are described from five respects. Thirdly, it gives a detailed description of dialogue manifestations from the following five aspects: teacher-student dialogue, student-student dialogue, teacher-student-text dialogue, teacher-student-environment dialogue and teacher-student self-dialogue. Finally, the basic characteristics of chemistry dialogue teaching in class are discussed from four interactive aspects.Part two investigates and analyzes the current situation about chemistry teaching in the senior high school. The disadvantages are discovered from five aspects: teacher's teaching mode, student's initiative participation, teacher's quick-witted education, not equality of students and the vacation dialogue.Part three is main part of the thesis. It studies chemistry dialogue teaching design. Firstly, it discusses the basic principles about chemistry dialogue teaching design in six aspects. Secondly, the implementing links about chemistry dialogue teaching in class are explored from three aspects, such as constructing dialogue platform, designing dialogue topic and regulating dialogue process.Part four introduces two concrete cases of chemistry dialogue teaching and analyzes the effects of implementation about chemistry dialogue teaching in class from six angles.The last part analyzes primary obstructive factors for the implementation of chemistry dialogue teaching in class and points out the problems, which needed to be further studied.