A Case Study On The Construction Of Dialogue Teaching Concept

Dialogue teaching has been rising and developing in our country for nearly20 years,it appears with the development of quality education,now it is in line with the cultivation of students' core literacy and new vigor and vitality.Dialogue teaching has changed from the original teaching method to the generally accepted teaching idea,which plays an important role in promoting the further development of the new curriculum reform in our country.However,there are still many problems in the process of dialogue teaching,such as unreasonable goal establishment,one-way handling of dialogue process and improper handling of teacher-student relationship,which lead to the teaching effect being far away from the theoretical value pursuit of dialogue teaching.In the past,more attention has been paid to teachers' dialogue teaching behavior,but this study holds that ideas have a dynamic effect on people's behavior.Teachers,as the subject of practicing teaching ideas,are the key to their rational implementation of dialogue teaching.Teachers' understanding and practice of dialogue teaching directly influence the establishment of teacher-student interaction,and then influence the pattern of teaching practice and the professional development of teachers in the future.For the novice teachers who have just entered the post of teacher,the correct implementation of the concept of dialogue teaching is a test.If we can't dig out the idea that the teacher's personal mind dominates the practice of dialogue teaching,it is very difficult to improve the practice of dialogue teaching fundamentally,and teachers' professional development will face many challenges in the future.In order to understand the teacher's implicit dialogue teaching concept,this study mainly adopts the literature method and the case study method,and applies the classroom observation and the interview method in the case studydevelopment process.Through classroom observation,record and analyze the different behavior of novice and excellent teachers under the control of their own dialogue teaching concept,and combine the research method of interview to deeply understand the basis behind the teacher's dialogue teaching behavior.On the basis of empirical research,it is found that there are great differences in the concepts of dialogue teaching among Chinese teachers at different levels of development.The differences between novice teachers and excellent teachers in cognitive style,behavioral motivation,teaching experience and reflective degree of dialogue teaching are the main reasons for the differences in the construction of dialogue teaching concepts,and provide countermeasures for teachers to construct dialogue teaching concepts reasonably.The study is divided into the following sections:The first part,Introduction.Through the observation of the current situation of dialogue teaching and the analysis of the current situation of research to find out the problems,and through the domestic and foreign dialogue teaching,teaching concept related literature review and analysis,establish the core issues and research framework of this study.The second part,dialogue teaching concept related concepts and theoretical overview.First of all,by defining the connotation of "dialogue teaching ","teaching concept" and "dialogue teaching concept ",the relation and difference of the three are explained.Secondly,it establishes the structure of dialogue teaching concept and constructs a logical framework,which is divided into three dimensions: declarative concept,procedural concept and conditional concept,including eight basic types: essential view,objective view,content view,process view,situation view,evaluation view,student view and teacher-student view.Thirdly,explain the meaning of dialogue teaching concept construction to teaching,students and teachers themselves.Finally,introduce the theoretical basis of the construction of dialogue teaching concept,including constructivist learning theory,philosophical hermeneutics theory and symbolic interaction theory.The third part,the concrete expression of the concept construction of dialogue teaching.In order to highlight the difference,this part mainly presents the different types of the construction of dialogue teaching concept between novice teachers and excellent teachers,and compares the understanding and views of novice teachers and excellent teachers in the eight aspects of dialogueteaching: essential,objective,content,process,situation,evaluation,student and teacher-student views.The fourth part,the reasons for the differences in the construction of dialogue teaching concepts.This paper analyzes the reasons from four aspects:the cognitive style of the dialogue teaching concept,the motivation of adopting the dialogue teaching behavior,the richness of the teaching experience and the reflection degree of the dialogue teaching.The fifth part,the effective strategy of constructing the concept of dialogue teaching.Aiming at the causes of problems in concept construction,this study provides four suggestions for teachers to carry out dialogue teaching better and construct dialogue teaching concept reasonably: changing cognitive style,strengthening the theoretical study of dialogue teaching;overcoming teaching fear and changing behavior motivation;accumulating teaching experience and deepening understanding dialogue teaching;realizing self-teaching and strengthening the consciousness and profundity of reflection.