Study On The Present Situation And Countermeasures Of Chemistry Dialougue Teaching In Lhasa High School

As a teaching concept corresponding to the times,dialogue teaching is of great value and significance for cultivating students'core accomplis-hment in chemistry teaching.As the theme,based on chemical dialogue teaching,using the university graduate school in Tibet as a survey of the current situation of high shcool chemistry dialogue teaching in Lhasa,analyzes the problems existing in the high shcool chemistry dialogue teaching in Lhasa and the reasons.And based on this,the research puts fouward the suggestions and countermeasures,in order to improve the level of Lhasa middle school teaching and the effect,and provide possible and practical reference for chemistry teaching quality improvement in the region.The research is carried out from the next six parts:The first part is introduction:this part describes the background,purpose,significance,the research status of dialogue teaching and the combination of dialogue teaching and chemistry.The second part is the theoretical basis and methods of research:this part firstly defines the three concepts of"dialogue","dialogue teaching","chemistry dialogue teaching",then ststes the theoretical basis,research ideas and research methods of this research.The third part is the current situation survey:this part explains the specific implementation of three kinds of surveys,namely,student questionnaire,teacher interview and classroom observation,and makes statistics on the data and contents.The fourth part is analysis of problems and causes:the problems and causes in chemistry dialogue teaching in Lhasa high shcool are analyzed according to the survey statistics.The way of conversation in chemistry class is simple;Teachers are very casual and closed in asking questions;Students lack the opportunities for dialogue;Students' conversational ability needs to be improved;The dialogue between the students and the text is seriously inadequate;Students lack self-reflective consciousness.There are misunderstandings in teachers' understanding of dialogue teaching;Inadequate preparation for teachers and students to participat in dialogue;The activity space and dialogue times are limited.The fifth part is optimization countermeasures:the following optimi-zation strategies are put forward.Strengthening teachers'theoretical und-erstanding of dialogue teaching;Elaborate questions to encourage studen-ts to participate in the dialogue;Ues a variety of classroom dialogue to give students fully opportunities for dialogue;To help students prepare for dialogue and improve the efficiency of dialogue teaching;Optimize the dialogue environment between teachers and students.The sixth part draws the conclusion of the research and reflects the insufficiency of the research.