The basic question-answering strategy is equal dialogue strategy. At present, "dialogue teaching", as a teaching activity mode under the new curriculum reform concept, has attracted the attention of experts in this field. The author does the same.
In order to further explore, practice and think, this paper exchanges with colleagues on dialogue teaching and its attempts and experiences.
First, the meaning of dialogue teaching
"Dialogue teaching is based on mutual understanding, trust and equality, with oral language, written language and body language as the intermediary between teachers and students, so as to achieve the autonomy and self-reliance of learning subjects through mutual interaction.
In short, dialogue teaching is a language interaction between equal learners, and the process of dialogue is a multi-directional thinking process of seeking common ground in differences and seeking differences in similarities; It is a subject of communication and cooperation with others.
In biology class, what we pursue is a question-and-answer dialogue based on thinking, that is, an equal dialogue, which includes the dialogue between teachers and students and the dialogue between students and texts.
Dialogue between teachers and texts.
The new curriculum concept holds that "teaching is a communicative activity of dialogue, communication, cooperation and joint construction between teachers and students". Effective physics classroom activities can not only rely on imitation and memory, but also rely on hands-on practice, independent exploration and cooperative communication.
An important way for students to learn physics. Teachers should create an open dialogue mechanism of "wanting to speak, daring to speak, willing to speak and knowing to speak" for students in physics class, so that learning groups can get full and direct thoughts, emotions and cognition.
Communication and cooperation truly reflect the in-depth activities of the learning subjects.
Second, the basic model of dialogue teaching
It is an inevitable requirement to construct the teaching mode of biological dialogue. In order to facilitate the implementation of dialogue teaching in teaching practice, the author agrees that dialogue teaching can be carried out in the following basic modes:
Let's take "Exploring Plants to Produce Organic Matter under Light" as an example to illustrate dialogue teaching.
1. Create situations and introduce questions.
Psychology believes that need is an important factor that constitutes motivation. First of all, students' learning is an active, positive and enjoyable activity. If the task of learning is assigned to students by others, students are actually passive. Therefore,
Teachers should first create situations to make students realize that they really need to learn some knowledge, and then let students have the desire to find and solve problems.
In the experiment of "Exploring the Organic Matter Produced by Plants under Illumination", teachers create scenarios by guiding students to read texts and demonstrate experiments, and then have the following dialogue:
Teacher: Is there any organic matter in the leaves of plants under normal living conditions?
Health: Yes.
Teacher: What method do you think can be used to remove organic matter from leaves? Tell me the reason for your treatment?
Teacher: Guide students to analyze what plants need in life, where organic matter comes from and how to prove it.
Students: each group of students discuss and summarize in cooperation.
Through the above-mentioned dialogue between teachers and students, it can be seen that students are gradually inspired by the dialogue with teachers, thinking activities gradually introduce the problem of plants making organic matter under light, and at the same time, they have a desire to explore and give full play to the effectiveness of creating situations.
2. Interaction and cooperation.
The process of "dialogue teaching" is a dialogue between teachers and students around a series of topics. Dialogue can run through the whole class, or a dialogue fragment can be designed for a certain part of the content. Generally speaking, dialogue teaching is carried out.
Learning should first follow students' cognitive rules and biology classroom teaching rules. Therefore, the topic of dialogue can only attract students' attention if it conforms to their psychology and is close to their reality. Therefore, teachers can master the teaching content.
Focus and difficulty, design a series of topics, the teaching process starts from these topics, and finally form a cognitive system of classroom dialogue, making biology classroom communication more practical and interactive.
Secondly, the teaching of "the causes of food corruption". )
Teacher: Students, what will happen if the leftover vegetable soup at home is not put in the refrigerator in summer?
Health: it's sour.
Teacher: Why?
Health: 798 tongues.
Teacher: An experiment to show the corruption of Pasteur broth.
Health: comparative analysis.
Teacher: What conclusion can we draw from this experiment?
Health: The spoilage of broth is caused by bacteria in the air.
Teacher: Then how should we solve it? Students can think and communicate. Each group answered after full discussion and communication.
Health: Change the falling height and hitting force of the ball several times and repeat this experiment.
3. Practice consolidation and feedback correction
The consolidation stage of students' practice is an important link to realize self-dialogue and self-reflection in the process of dialogue teaching. Understanding knowledge and mastering skills need a process of re-practice, re-understanding and deepening. In this link,
Teachers can guide students to do some consolidation exercises in depth, which can help students organize their knowledge consciously and make the new knowledge they have learned organized and systematic. After learning "Exploring plants to make organic matter under light", teachers can answer questions by rushing to answer.
Practical feedback. When teachers use the prepared questions to consolidate and train students, they must go deep into the students and understand their real thinking activities. When students encounter difficulties, teachers can "talk" with them in time.
Targeted inspiration and guidance, at the same time, teachers, as leaders, can feedback the gains and mistakes in learning to students in time, and correct or supplement them in time, which effectively improves the efficiency of feedback and error correction.
4. Independent summary, reflection and induction
At the end of classroom teaching, teachers should be full of passion and guide students to review what knowledge and skills they have learned in this class, what biological ideas and methods they have learned, and the elements and learning situation of the whole classroom through "dialogue"
Views on the learning process. Teachers should encourage students to speak and listen patiently, so that students can stand in an independent position. In the process of students' active speech, students' personality can be fully brought into play.
(Followed by the teaching of "Plants make organic matter under light")
Teacher: Students, what knowledge, methods and skills have you learned in this class? Please summarize carefully in each group, and then ask a representative to make a concluding speech.
Student: Each group exchanges and summarizes in the group, and determines the representative's speech (omitted).
Teacher: In this class, the students carefully designed the experimental inquiry, thinking deeply and understanding thoroughly.
As mentioned above, the teacher gives an objective and encouraging evaluation of the learning situation of this class through "dialogue", giving students a kind of joy and confidence arising from success. After-class exercises given by teachers can guide students to explore problems in depth after class, provide students with room for further development and fully expand the effectiveness of classroom teaching.
Third, some experiences of "dialogue teaching"
First of all, "dialogue teaching" is not a teacher's unilateral preaching, but an interactive exchange between teachers and students, between students and between teachers and students and knowledge. It is not only an activity way of physics classroom teaching, but also a traditional way in line with the new curriculum.
An important means to change the spirit. The concept of knowledge, curriculum and teachers and students advocated by it broke the closed and independent state between teaching elements, and made teachers, students and knowledge melt into one furnace in the dialogue system of classroom teaching.
It is carried out in a relaxed and relaxed situation, which makes classroom teaching more tacit and effective.
Secondly, "dialogue teaching" gives students the main position in classroom learning. In the dialogue, students stick to the teacher's preset "topic", or think about asking questions, or practice discussions, so as to fully tap their learning potential and give full play to their students.
Long-term emphasis on dialogue guidance in biology class can cultivate students' good communication skills and the ability to dare to question, which will have a positive and far-reaching impact on learning other disciplines and students' lives.
In addition, "dialogue teaching" can obviously promote teachers' teaching. Dialogue teaching requires teachers to preset "topics" accurately, fully and with certain quality, so as to urge teachers to recognize them before class.
Really study the learning situation, deeply study the teaching materials and methods, and carefully prepare demonstration experiments, PPT slides, videos, animations, etc. In class, teachers should pay attention to the organization, guidance and cooperation of students' learning activities. Therefore, teachers
Only on the basis of careful presupposition, through various forms of "dialogue" such as demonstration, inspiration and evaluation, can students be guided to gradually complete observation, discovery, thinking, discussion, attempt, practice and feedback in classroom learning.
Activities, thus promoting the harmonious development of students' thinking ability, healthy personality, environmental protection and biological knowledge.