Research On The Current Situation And Strategies Of High School Mathematics Dialogue Teaching

With the continuous advancement of the new curriculum reform,the dialogue teaching which echoes the spirit of The Times has been widely concerned in the field of education.Dialogue teaching advocates the creation of knowledge and the improvement of literacy through dialogues in an equal and respectful environment.It is in line with the requirements of cultivate the core literacy of mathematics and improve the comprehensive quality of students carried out in the current education.As a new teaching concept,domestic scholars have made some research results.At present,most of the research on dialogue teaching is focused on the theoretical level,and relatively few of the specific research from the perspective of practice and combining with mathematics are conducted.In order to transfer the new idea of dialogue teaching from theory to practice teaching,it is necessary to have a clear grasp of the current situation of dialogue teaching in the classroom.Combining the research results of dialogue teaching at home and abroad and the current status of dialogue teaching in high school mathematics classrooms,this article proposes a corresponding strategy for optimizing dialogue teaching into practice teaching,which provides a reference for improving the teaching level and teaching effect.First,the author consulted a large number of relevant literature on dialogue teaching,and on the basis of the existing research,defined the core concepts of dialogue,dialogue teaching and mathematics dialogue teaching to clarify their connotations,which is convenient for the follow-up research.Second,this study based on Constructivism Learning Theory,the content framework of three-dimensional ten elements in the dialogue teaching of mathematics classroom,IRF Discourse Analysis Theory and so on,taking the mathematics classrooms,teachers and students of the first and second grades of B school in Karamay as the research object,use the questionnaire survey,classroom observation and interview method,investigate and analyze the current situation of high school mathematics dialogue teaching,and draw the following conclusions:(1)In teaching,teachers can pay attention to most of the students and consciously carry out discussion activities,but it is still the teachers who trigger the dialogue between teachers and students in the classroom,and students have low participation in the dialogue and weak awareness of the dialogue.(2)In the classroom teaching with teacher-student dialogue as the main form,the usage rate of single ternary dialogue language structure is high,and the use of multi-step ternary structure needs to be improved.(3)Teachers pay attention to classroom questions.However,due to their own lack of dialogue literacy,teachers have a single way to raise questions,most of which are conceptually closed questions,with fewer open and connected questions,more simple evaluations in the way of feedback,and less inquiry-based inquiry,resulting in a low degree of construction of students' mathematics knowledge,which is not conducive to the cultivation of mathematics core literacy.An in-depth analysis of the reasons for the above conclusions is mainly summarized as follows: high school mathematics teachers have insufficient theoretical understanding of "dialogue teaching",lack of dialogue literacy,and fail to meet the practical requirements of dialogue teaching;while students lack a sense of subject in the classroom,and their ability to participate in dialogue is weak;In addition,teachers and students are restricted by the teaching environment,which affects the formation of in-depth dialogues.Finally,based on the existing problems in high school mathematics dialogue teaching,the author puts forward several strategies to provide some help for teaching practice.Teachers should increase the learning of teaching theory and enhance the professional quality of dialogue teaching.Help students to strengthen their subject consciousness,improve the ability of dialogue Optimize the teaching environment,build a democratic and equal teacher-student relationship,and create a harmonious and relaxed classroom atmosphere.Due to the limitations of the research object,the small sample size,and the limited personal ability,this article has not carried out teaching practice on the research strategy to verify its effectiveness,and will continue to be followed up.Through the research of this article,the author hopes to promote the promotion and practice of dialogue teaching in high school mathematics classrooms.