Research On Dialogue-teaching Method In Primary And Secondary School

Dialogue has become an effective way of social interpersonal communication, there is dialogue there is communication, there is communication there is understanding, there is understanding there is harmony. Dialogue emphasizes democracy and equality between people. It has a great impact on all areas of society, especially on education. With the reform of a new round basic education, teaching method has undergone tremendous changes, educators gradually tends to advocate equal dialogue-teaching, which based on teacher-student relationship. So what is the specific dialogue-teaching? What are the theoretical bases of teaching-dialogue and practical significance? What are the problems in the dialogue-teaching? What is the factor causing the failure of dialogue-teaching? How to effectively implement the dialogue-teaching? The paper discusses these issues from the classroom practice.Thesis is divided into five chapters. The first chapter defines the relevant concepts. To discuss the dialogue-teaching, it must be clear what the dialogue is. Dialogue is one of communications which speakers and listeners in the equality, respect, trust and friendship understand each other and achieve the sublimation of communication in the verbal or non verbal form. Secondly, on the basis of defining the concept of dialogue, I believe that dialogue-teaching which is on the basis of equality, respect for differences in the premise to the students, as the main features of inquiry learning, problem or task as a link, under the guidance of teachers, in the understanding, reflection and other interactive teaching methods to complete the task, develops students'creativity, and achieves the common development of teachers and students. Again, from the available information, domestic and foreign scholars focused on the concept, characteristics, patterns, problems, strategies, and subject research in the field of dialogue-teaching, which provides a useful reference to my paper.The second chapter discusses the theoretical basis of teaching dialogue and practical significance. The author believes that dialogue-teaching is based on philosophy, psychology and education theory. Also, the dialogue-teaching outlines its practical significance from three perspectives:it is harmonious for teacher-student relationship, it is good to develop students' creative thinking ability, and it is good to put teaching back to life the world.The third chapter discusses the questions of dialogue-teaching in primary and secondary school. By making a survey questionnaire and interviews, it found out problems in dialogue-teaching. It includes four types:dialogue hegemony dialogue passive, dialogue superficialness, and dialogue disorder.In the fourth chapter, causes of the problem of dialogue-teaching were discussed. That the main reasons include:the concept of deep-rooted traditional teaching, the level of dialogue-teaching is not high, students'consciousness is weak, teaching environment is lagging behind and student evaluation is biased.The fifth chapter discusses the effective strategies for dialogue-teaching. The effective strategies must start from the following aspects. First, we must correctly understand the nature of teaching dialogue, its purpose is to achieve self-realization, and it focuses on thinking process. Secondly, improving teaching quality from the post education and strengthening the capacity of dialogue and dialogue. Thirdly, we must enhance the consciousness of students from fostering the sense of participation and training students'awareness of the problem. In addition, the physical environment and the psychological environment lay a foundation for the smooth commencement of the dialogue-teaching. Finally, we use delayed evaluation, dynamic assessment and incentive evaluation to guide the dialogue-teaching.