Study On The Characteristics And Patterns Of Teachers-children Dialogue In Gamification Of Music Teaching

Teacher-child dialogue is an effective form of teacher child interaction.The quality of dialogue directly affects the quality of interaction,and then affects the effectiveness of teaching.In game-based music teaching,high-quality teacher child dialogue plays an important role in the creation of game situation,the acquisition of children’s music experience and the development of high-level thinking.In this study,30 game-based music teaching activities are taken as the research objects,Seda dialogue categories are taken as the coding and analysis framework,Excel 2017 and SPSS24.0 are taken as the data statistical analysis tools,and the characteristics and patterns of game-based music teacher child dialogue are analyzed quantitatively.Discussion based on quantitative data results,the conclusion is drawn about the characteristics and patterns of gamified music teacher-child dialogue.The conclusions are as follows:In terms of turn number and turn length,children have more turns but less turns,which indicates that children have more opportunities to speak,but mainly short talks,and teachers play a dominant role in classroom dialogue.In the aspect of dialogue category,(1)productive dialogue category,expository invitation is mainly used in the music content feeling link,but the utilization rate is low,which indicates that the content image of music works has not been fully exploited,and game teaching is difficult to attract children into the game situation;inferential invitation is mainly used in the music content feeling link,but the utilization rate is low,It shows that gamification teaching method has limitations in stimulating children’s logical thinking by creating rational game situations;the explanation shows that the use rate is low and there is misuse,which indicates that some teachers mistakenly use this kind of dialogue category,and the correct use of teachers’ image expression of music content is not wonderful and rich enough;the use of reasoning is related to the creation of reasoning story situation,and the overall use rate is low,which indicates that the game teaching method is in the role of reasoning game There are some limitations in the creation of situation and the stimulation of children’s logical thinking;the connection is concentrated in the use of music form feeling link,but the use rate and quality are both low,which indicates that the achievement rate of teaching musical goals is low;the use rate and quality of guidance are both low,which indicates that each link of game teaching is too rigid,dialogue is easy to be separated from the game situation,and there are many mechanical exercises;reflection is rare,which is related to the fact that The characteristics of game teaching are related,which shows that game teaching has limitations in the use of reflection.(2)The frequency of non-productive dialogue and other invitation is high,which indicates that music teaching still stays at the level of low experience repetition,especially the singing activities emphasize too much on memorizing the lyrics,which is branded with the traditional "memory mode";the frequency of putting forward ideas is high,which indicates that there are many opportunities for interaction between teachers and children in game teaching,but the frequency of this dialogue category cannot reflect the quality of interaction;The low utilization rate of statements and the majority of them are affirmative statements,which indicates that teachers’ feedback is less and the quality is low in game teaching.In the aspect of teacher child dialogue pattern,"OI-O" pattern has the highest utilization rate,which indicates that there are a lot of simple dialogues without teacher feedback in game teaching;"OI-O-G" pattern has a high utilization rate,which indicates that a good circular interaction pattern has been formed between teachers and children,but the use situation is single;"OI-O-E" pattern is mainly used in the music content feeling link,and the utilization rate is low,which indicates that children are experiencing music The results show that there is a lack of teachers’ speech support in the process of teaching and understanding music content;"OI-O-EI-E-L" pattern has a low utilization rate,which indicates that the teaching is insufficient in expanding children’s understanding of music content;"OI-O-EIE-P" pattern has a low utilization rate,which indicates that kindergarten teachers’ speech use ability in the game music teaching class needs to be strengthened,and the game music teaching is difficult in the complex multiple dialogue pattern Whether there are limitations in the use of it needs to be further investigated.Based on the above research conclusions,this paper puts forward the following suggestions on how to improve the quality of teacher child dialogue in game music teaching activities:(1)control the number of teacher turns,increase the length of children’s turns,and give children full opportunities for active language expression;(2)pay attention to productive dialogue,so as to achieve children’s understanding of music content image,so as to achieve the performance from emotion;(3)reduce the number of children’s turns To reduce unnecessary unproductive dialogue and improve teaching efficiency;(4)promote the transformation from binary dialogue pattern to ternary dialogue pattern,so as to help children consolidate their existing music knowledge and experience;(5)pay attention to the multiple dialogue pattern and guide children’s thinking participation and deepening.