The Study And Case Design Of Dialogue Teaching Of High School Biology Based On The IRF Theory

With the new concept of curriculum reform deepening,In the high school biology classroom,teachers have gradually changed the full teaching practice,they have gradually owned the dialogue awareness and the dialogue tendency.The teachers have gradually begun to dialogue with the students in the high school biology classroom in order to strengthen interaction and communication with students.Unfortunately,the true dialogues are not common,mostly the formal dialogues.In other words,they are the invalid or ineffective dialogues.Therefore,these dialogues are difficult to help students to build cognitive frames between existing knowledge and new knowledge and they are difficult to achieve fusion and sympathy between existing knowledge and new knowledge.Thus resulting in the transmission of information is blocked.Facing always appears to the invalid or ineffective dialogues in the Dialogue Teaching Practice of high school biology classroom,I will conduct systematic and in-depth research that is the effectiveness of the dialogue teaching practice of high school biology classroom with IRF discourse analysis theory.And I will conduct teaching case design with the typical high school biology knowledge.First,we find IRF discourse analysis mode that is proposed by Sinclair and Coulthard is still the main Teaching structure model in the high school biology classroom.Second,We analyze the different of the Initiation?the different of the Response ?the different of the Feedback?special case and the multistep IRF session structure,On the basis of these five areas,we conclude that the IRF classification.The methods we used are scientific observation and case analysis.Then,we also conducte comparative analysis to the Dialogue Teaching Practice of high school biology classroom from two areas that are the dialogue unit and dialogue mode in IRF discourse analysis theory.Based on all that,we summarize three elements that constitute an effective Dialogue Teaching in the high school biology classroom,which are the complete ternary structure,having the generativity and having the relevance in between teaching plots.Based on all above analysis,we conducted typical teaching case design of the Dialogue Teaching Practice of high school biology classroom,which are “The main bearer of life activities—protein”,“Fluid mosaic model of biological membranes” and “The enzyme that can reduce the activation energy of a chemical reaction”.Finally,in the final part of this thesis,we make three suggestions about how to use effective dialogue teaching in high school biology class.