Problems And Countermeasures Research Of Chinese Classroom Teacher-Student Dialogue In Middle Grade Of Primary School ——Based On The Investigation Of G Primary School In S City,Guangdong Province

As a common form of dialogue,the classroom teacher-student dialogue runs through the Chinese classroom teaching.Under the call of the new curriculum reform,it is endowed with new vitality and value.The effective implementation of teacher-student dialogue in class can make teachers and students fully highlight each other’s personality in the collision of ideas,communication and emotional interaction,cultivate students’ communication and dialogue ability,and realize the common development of teachers and students in the co-creation and sharing.However,in the actual primary school middle grade Chinese class,the implementation of teacher-student dialogue is a mere formality,students lack the consciousness of active dialogue,the depth and effectiveness of dialogue is not good,resulting in the implementation effect of classroom teacher-student dialogue is not ideal.This study is based on Dialogue Teaching Theory,Constructivism Learning Theory and Multiple Intelligence Theory,based on the early research,the comprehensive use of observation,interview and case analysis,and other research methods,from classroom culture,classroom language,classroom meaning of elementary grade Chinese classroom dialogue between teachers and students.Combined with the previous research results and the suggestions of experts and scholars,the observation table and interview outline of the Chinese dialogue between teachers and students were compiled,and the implementation process of the classroom dialogue between 6 Chinese teachers in grade G Primary School in grade 3and grade 4 and 262 students in their class was observed,and a total of 30 normal classes were observed.In addition,7 teachers and 18 students were interviewed to master the implementation status and existing problems of the middle-grade teachers and students’ dialogue,and put forward the optimization strategy of the dialogue between teachers and students in the middle-grade Chinese classroom on the basis of attribution analysis.The main research conclusions are as follows:First,combined with the current primary school middle grade Chinese classroom dialogue implementation status to analyze the existing problems.1.Lack of classroom culture construction: unequal dialogue opportunities,lack of dialogue emotion;2.Limited classroom language role: single dialogue form,teacher main control dialogue;3.Lack of classroom significance and effectiveness: closed dialogue content,simple and general teacher feedback.Second,the problems from the three levels of classroom culture,classroom language and classroom significance,so as to put forward the optimization strategy of Chinese classroom teacher and student dialogue.1.Build good classroom culture:enhance students ’dialogue subject consciousness and problem consciousness,cultivate students’ verbal expression ability,smooth training channels of dialogue,establish "I-you" type of teacher-student relationship,pay attention to the comprehensiveness of dialogue object;2.Build interactive classroom language:teachers pay attention to the richness of dialogue form,build "teacher-student learning community",strengthen teachers ’reflection on teachers’ dialogue;3.Create deep classroom significance: extend real life to "open dialogue",strengthen teachers’ problem design ability,pay attention to students’ individual differences,and improve teachers’ educational wit.