Research On Behavior Of Feedback In Classroom Teaching Under The Philosophy Of Dialogue Teaching

China has started exploring the way of teaching reform since 1990s and it has been very fruitful. All kinds of teaching reform practice was growing vigorously. Among them, dialogue teaching is the very vital one. The target of dialogue teaching is consistent with that of the curriculum reform, in which both advocate that education should return to people themselves, value the comprehensive development of people. With the concept of dialogue teaching, the thesis is trying to investigate the teacher’feedback behavior in classroom teaching, summarize the characteristics of the teacher’feedback behavior in classroom teaching, dig the performance in the teacher’classroom feedback where the dialogue teaching is missing, furthermore, propose and finalize strategies for teacher’classroom feedback under the concept of dialogue teaching to promote the application of dialogue teaching in the teaching practice.There are four chapters in the thesis.The first chapter is the introduction, which includes four aspects. The first part is the origin of the research, the author determines the contents of the study mainly based on the three aspects: the needs of the teaching reform, the needs of the development of students, the author’s professional development and interests. The second part is the summary of the study, including the home and abroad research and summary of dialogue teaching and home and abroad research and summary of teacher’feedback behavior, to establish the theoretical basis and the research point from the study summary. The third part is the purpose and significance of the research, in the purpose to put forward the concrete and feasible measures to promote the implementation of dialogue teaching, the significance includes the theory significance and the practice significance. The fourth part is the research methods, mainly include the literature method, observation method, questionnaire survey method, interview method.The second chapter is the theoretical research on behavior of feedback of teacher classroom teaching under the philosophy of dialogue teaching. Firstly, make definition of dialogue, dialogue teaching; secondly, summarize the basic concepts of dialogue teaching, which are respectively the following:the equality between teacher and students is the basis of teaching, cultivation of "whole person" is the ultimate objective of teaching, allowing multiple coexistence is the principle of teaching, creating rich dialogue context is the emphasis of teaching; thirdly, defining feedback and teacher feedback behavior, teacher feedback behavior in classroom; then from the angle of philosophy and reality analyzing the internal relationship between the concept of dialogue teaching and teacher classroom feedback behavior; then base on all the previous literature research to define that in this study that the communicative action theory, constructivism theory, humanism theory are the foundation; in the end, find out that teacher feedback behavior in classroom under the concept of dialogue teaching should have four characteristics:inclusion, comprehension, development and multiplicity.The third chapter is the practical research of teacher classroom teaching behavior feedback under the concept of dialogue teaching, to explain the basic situation and result of this paper practice research. The basic situation of study includes the selection of research object, the research and classification of teacher classroom feedback behavior. The results of the study include the following three aspects. First is to present the current situation of teacher classroom feedback behavior from the following:the recognition of importance that teachers have for classroom feedback behavior, the frequency of teacher feedback behavior, the main form of teacher feedback behavior, the basis of teacher feedback behavior, the effect of teacher feedback behavior, students expectation for teacher’ teacher feedback behavior. Second is to investigate the performance of teacher classroom feedback behavior which is in lack of the concerned dialogue teaching philosophy, mainly repression atmosphere in the classroom, lack of equal and harmonious classroom atmosphere for feedback; insufficient respect for students, ignoring inclusion of teacher teaching feedback behavior; value more teacher feedback and neglect the multi-subjectivity of classroom feedback behavior; value more knowledge feedback and neglect the classroom feedback behavior comprehensiveness; value more the judgment feedback and verbal feedback and neglect the diversity of teaching feedback behavior. Third is the analysis of factors influencing the teacher feedback behavior in the classroom, while the survey results show that the characteristics of the students, the relationship between teacher and students, classroom needs, personality characteristics of the teacher, teacher occupation accomplishment and social environment have influence on teacher feedback behavior.The fourth chapter is the implementation strategy analysis of teacher classroom feedback behavior under the philosophy of dialogue teaching. Behavior change starts first from the concept change. Teachers should set up the idea of teacher-student equality, make clear that students are the learning subject, teachers are the guide, be fully aware of the important significance of teacher’s classroom behavior feedback on student learning, and the ultimate purpose of feedback is to promote the all-round development of students. After setting up the concept, next comes practice. Make good preparation before the class, refine the feedback purpose into lesson objectives and write into the teaching plan, make full feedback presupposition, to create a harmonious classroom atmosphere for feedback, put forward "dialogic" questions, collect students information. After the completion of the preparatory work, the next is to implement feedback in the classroom. Firstly select the subject of the feedback, according to the specific situation, subjects can be teacher, partner, oneself; secondly choose feedback way, factors such as teacher, students, classroom objectives, time and space, the scope of various feedback application way must be considered; thirdly select feedback timing, choose different feedback behavior according to different situations; finally choose the feedback perspective, provide feedback to students not only from the perspective of knowledge, but also to improve student’s personal ability and culture accomplishment from method perspective and adult perspective.