A Study On The Classroom Answering Behavior Of Primary School English Teachers Under The Concept Of Dialogue Teaching

With the promotion of the new curriculum reform,the advantages of the dialogue teaching concept have gradually emerged and been applied to education and teaching.As a teacher’s immediate response and information feedback to students after answering questions,classroom answering behavior is both an important channel for teacher-student interaction and the most direct manifestation of the dialogue effect.However,at present,primary school English teachers have not well applied the dialogue teaching concept to classroom answering behavior,and dialogue answering behavior needs further development.Therefore,using research methods such as literature review,classroom observation,questionnaire survey and interview,this study takes four senior English teachers from X Primary School in Huaibei City,Anhui Province as the research objects,analyzes the current situation of classroom answering behavior of primary school English teachers from the perspective of dialogue teaching,analyzes the causes of existing problems,and proposes strategies to optimize classroom answering behavior of primary school English teachers.By analyzing the results of twelve classroom observations and student questionnaires of four senior English teachers in X Primary School,it is concluded that the positive aspects of the use of classroom answering behavior by primary school English teachers under the concept of dialogue teaching include: first,teachers attach greater importance to the democratic equality of classroom answering behavior,and the classroom answering atmosphere is good;Second,teachers use classroom answering behavior according to their aptitude and grade;Third,teachers attach more importance to the linguistic and formal diversity of classroom answering behaviors;Fourth,the timeliness of teachers’ classroom answering behavior is good.The problems existing in primary school English teachers’ use of classroom dialogue answering behavior include: first,the structure of teachers’ use of negative answering behavior is not perfect,which is difficult to meet the needs of students;Second,student achievement affects the fairness of teachers’ classroom answering behavior;Third,teacher-student interaction is a mere formality,and the effect of student-student interaction is poor;Fourth,teachers’ classroom answering behaviors are difficult to arouse students’ active questioning and deep thinking;Fifth,The positive expectations of teachers need to be improved,and the positive answering behavior needs to be strengthened;Sixth,the teacher’s waiting time is insufficient,and the art of blank space is lacking.Based on the analysis of the results of teacher interviews and the results of classroom observations and student questionnaires,it is concluded that the reasons for the problems in the classroom answering behavior of primary school English teachers under the current concept of dialogue teaching include the following aspects: First,teachers lack the understanding of dialogue teaching and classroom answering;Second,teachers lack the ability and skills of dialogue and answering;Third,the restriction of English teaching environment;Fourth,teachers lack effective dialogue and answering reflection.Finally,based on the analysis of the problems and reasons,the paper puts forward the strategies to optimize the classroom answering behavior of primary school English teachers under the concept of dialogue teaching as follows: first,enhance the awareness of dialogue and answering,and realize the change of answering concept;Second,change the way of answering and strengthen the use of positive answering behaviors;Third,overcome the constraints of the English teaching environment and create a good atmosphere of answering;Fourth,strengthen dialogue and answering reflection,and form a good habit of reflection.