Research On The Support Of Dialogue Teaching For Problem Constructing

It has been more than ten years since dialogue teaching studied in our country, and it has witnessed a remarkable development both in theory and real practice. With the deepening of new education reform in our country, the emphasis has became from the traditional teachers’ teaching to the current students’ learning, thus the constructing of problem has become a common consensus. However, the supportive functions of dialogue teaching for the problem’s constructing hasn’t played a full role in practice, and there needs a further research on dialogue teaching of problem constructing. Therefore, as a result of these reasons, this article has adopted the literature, observation, case and other research methods, through the discussion on the generative mechanism of problem constructing, and the analysis of classroom question designs in practice, summarized three interaction relationship for this situation: problem drives dialogue, dialogue produce problem, problem and dialogue is symbiotic. By discussing the interaction relationship, the supportive function of dialogue teaching for problem constructing were pointed out, including social support, environment support, emotion support and logic support, and explore four strategies of dialogue teaching support the problem’s constructing on all this basis. The strategy includes goal—oriented, modality—multiple, emotional resonance and meaning—constructed.This paper is composed of three parts. In the first part, I have researched the type, level and the generative mechanism of problem constructing, analyse the question design of the outstanding issues, introduce the advertent items in the process of question design. In the second part, I have researched the type and level of dialogue teaching, then investigate and explore in practice, and discuss the supportive function of dialogue teaching for problem constructing. In the third part, the paper puts forward to the general practice strategies for promoting problem constructing in view of all.This paper argues that teachers hasn’t understood completely on dialogue teaching and problem constructing when they do the dialogue teaching in the classroom. This makes the dialogue teaching unable to play the supportive function of problem constructing. So we should base upon students’ cognitive development, creat the equal atmosphere of dialogue teaching among teachers and students, catalyze the formation of problem constructing and students’ knowledge structure constructed by using of skillfully question design in classroom dialogue teaching organization. Key words: Dialogue teaching Problem constructing Support...