Paper Keywords: dialogue teaching concept classroom teaching

Abstract: Dialogue teaching enters classroom teaching with a brand-new teaching concept and spirit. In this real dialogue scene, both teachers and students exist in a whole and unique form. * * On the basis of mutual respect, trust and equality, discuss problems together, and finally reach * * * knowledge through dialogue, communication and exchange. This is a humanized and creative teaching.

Dialogue philosophy has a long history. In the early foundation period of Chinese and western cultures, the sages advocated and advocated exploring truth and knowledge through dialogue. The Analects of Confucius is a cultural classic of China, which records the dialogue between Confucius and his disciples. Confucius and his students completed the cultivation of students' morality and the dissemination of knowledge through sincere dialogue based on real life and mutual enlightenment. Socrates, an ancient Greek thinker, applied it to his own teaching practice. Plato even regarded it as the only reliable way to acquire what he called "scientific" truth knowledge.

First, the connotation of the concept of dialogue classroom teaching

Classroom teaching with the concept of dialogue refers to the construction of dialogue and communication between teachers and students and between students in a certain classroom teaching situation, as well as the cultivation of individuals who can survive freely, create knowledge and develop continuously in the process of dialogue and communication. This definition can be understood from three aspects.

First of all, the classroom is not controlled unilaterally by teachers, but constructed jointly by teachers and students. The teaching process should not only change students' lifestyles, but also reshape teachers' lifestyles; It is necessary to unify teachers' lifestyles and teaching methods, as well as students' lifestyles and learning methods, and transform their respective life worlds in teaching exchanges.

Secondly, students should rely on teachers to communicate the general knowledge of textbooks with their special life through specific classes, so as to achieve the purpose of facing life.

Finally, in the process of dialogue, the two sides discuss a certain issue, inspire each other, freely use the "power of better arguments" to persuade the other side to reach a reasonable and well-founded understanding, so as to achieve the purpose of mutual understanding.

Second, the characteristics of dialogue concept classroom teaching

(A) the concept of classroom teaching dialogue is interaction and equality.

The interactivity of classroom teaching of dialogue ideas is reflected in the recognition of the legitimacy of individual ideas in dialogue. Dialogue in teaching is neither bargaining nor discussion and negotiation. Its purpose is to win, lose or compromise. In the process of participation, all individuals should have their own opinions and spare no effort to explain them. Every individual between teachers and students has unique personality characteristics, learning style and life experience, which makes the teaching subjects have the complementary personality, the exchange of experience and the collision of wisdom, so as to achieve integration in communication, development in collision and perfection in complementarity. Therefore, the real dialogue is based on equality, frankness and sincerity, and takes place in the real integration of the two sides of the dialogue.

From the aesthetic point of view, the aesthetic value of dialogue comes from the equal encounter between teachers and students. Therefore, in dialogue teaching, teachers regard students as individuals with independent personality, rich inner world and unique emotional expression. Teachers are no longer spokesmen, authorities and commanders of knowledge, but "equal chiefs" among students. Dialogue means that the two sides understand each other, listen to each other and talk to each other in dialogue, that is, they are open-minded and accept each other.

(B) The concept of dialogue in classroom teaching is close.

On the one hand, the proximity of the concept of dialogue in classroom teaching means that the dialogue between teachers and students is oriented towards students' life, the daily living environment around students, the existing life experience and the future life development trend. In the teaching process, teachers try to closely link the knowledge of courses and textbooks with students' life experience, so that students can understand the value and significance of knowledge and apply it to practice. Only in this way can subject courses be understood and accepted by students and become their individual knowledge. On the other hand, the closeness between teachers and students is reflected in the "encounter" relationship between teachers and students. "Meeting" can lead to an interactive dialogue between students and teachers. Through dialogue, teachers guide and support the development of students' potential, conduct conscious teaching and pass on effective choices to students. The closeness between teachers and students is conducive to the free development of students.

(C) the concept of dialogue and communication in classroom teaching and creative knowledge

The so-called communication in classroom teaching of the concept of dialogue refers to the mutual understanding between teachers and students, so that dialogue can be carried out and knowledge can be created. It takes students' life as its content, that is, based on closeness, and makes the course face students' life through teaching. This kind of teaching links the content of universal education with students' special sexual life. It is not a primitive rational teaching centered on knowledge, but an emotional teaching based on communicative rationality. Facing the life of students, teachers and students can have the same conversation. The purpose of dialogue is to achieve * * * knowledge, that is, to achieve the purpose of understanding, mutual understanding, enjoyment of knowledge and mutual trust. In the face of students' life, teachers and students can understand each other and freely use the arguments in life to convince each other, so as to achieve well-founded knowledge and promote the development of teachers and students. Communication enables students to gain wisdom and improve their morality and personality. Communication can reflect the guidance of teachers, which is characterized by containing but not revealing, pointing but not knowing, opening but not guiding, and introducing but not sending. In communication, teachers can guide students how to acquire the knowledge they need, how to learn in the process of change, guide students to form a positive emotional attitude and a correct outlook on life and values, and guide students to think and draw conclusions by themselves.

Traditional teaching is used to teaching, but not to self-construction. Dialogue teaching should give students the initiative to learn, fully mobilize the enthusiasm of students to use their brains and hands, arouse students' independent exploration of problems, and make students change from passive respondents to active questioners, and from knowledge masters to knowledge discoverers. Only by independent inquiry can there be innovation in thinking. In dialogue teaching, the content of dialogue is open, which creates the personality of "innovative knowledge" in dialogue teaching. Due to the extension of time and space information of dialogue teaching, the uncertainty of classroom teaching is enhanced. On the one hand, this unpredictability makes the classroom lively and full of freshness; On the other hand, it makes it more and more difficult for teachers to deal with the classroom environment with fixed thinking, which requires constant innovation. (D) The classroom teaching of dialogue concept is "people-oriented" teaching.

In dialogue classroom teaching, students can choose what they want to learn, that is, the theme of dialogue. Students become self-directed and self-motivated learners, rather than passive recipients of information, which is conducive to the formation of learning motivation. Teacher-student dialogue pays attention to students' lives and problems, and is considerate and cooperative in the dialogue. Respect and frankness of both sides are conducive to the formation of students' sound personality. Dialogue classroom teaching pays attention to teachers' role in guiding discovery, cooperative learning and discussion, emphasizes students' own construction of meaning, emphasizes authentic learning and simulates real life activities. The so-called real learning "is an educational method to apply the learned skills to real life situations", which is the real purpose of dialogue classroom teaching. People-oriented teaching really puts learners' initiative in the first place in teaching and learning activities, regards learners as a developing and dynamic individual, and turns learning into a process in which a person's initiative, initiative and independence are constantly generated, and his personality is constantly publicized, developed and improved. Dialogue classroom teaching is people-oriented, which enables every student to think in an orderly way, participate in acquiring knowledge, assimilate and construct knowledge according to their own knowledge structure, and constantly enrich and innovate learning content. Dialogue teaching has a teaching atmosphere of supporting, trusting and affirming others, thus encouraging everyone to participate in dialogue and truly embodying the student-oriented teaching thought.

Third, the basic strategies of constructing the dialogue concept classroom teaching

(A) to create a democratic, harmonious and interactive classroom atmosphere

Good classroom atmosphere refers to the positive emotional state shown by teachers and students in classroom teaching, which is gradually formed in the process of teachers giving full play to their subjective initiative, choosing and using the best teaching methods and mobilizing students' enthusiasm in teaching activities.

Dialogue classroom teaching needs to be carried out in a democratic, harmonious and interactive atmosphere. Democracy and harmony mean allowing students to express their views freely and frankly. At the same time, the teacher encourages everyone to participate in the dialogue. Any activity in teaching is open to all interested students, and participants can easily enter into communication without competition. It can be said that dialogue is not synonymous with discussion, discussion is the collision of ideas, and dialogue is more similar to the conversation between lovers, that is, each has his own hopes but seeks the goodness of the other, in order to achieve a harmonious atmosphere.

Dialogue needs interaction, teachers should be able to trust and affirm students, face students sincerely, and interaction also needs teachers to affirm students. The behavior of "affirming each other" is based on a deep admiration for the value and potential of others, and a willpower to find out what others can be and stick to their own potential. Only by affirming others can we interact and develop ridicule. The learning view of social constructivism holds that learning is the co-construction of knowledge and value defined by society, which occurs through the opportunity of social construction and is carried out through interaction with others and the environment. This view emphasizes that knowledge is acquired by learners in a certain situation, with the help of teachers and learning partners, using necessary learning materials and on the basis of their existing knowledge structure, through the way of meaning construction. Therefore, when teachers and students construct knowledge together, they must create a good and interactive learning environment. Genius can only breathe freely in free air. At the same time, to cultivate creative thinking and create a learning environment, teachers should affirm and trust others and believe that every student has great potential.

(B) dialogue classroom teaching practice-"problem-centered, discussion between teachers and students."

Dialogue classroom teaching is based on the questions raised by both teachers and students, constructing problem scenarios, creating knowledge in discussion and realizing the common development of teachers and students. In class discussion, there should be valuable class discussion, which is mainly reflected in three aspects: First, the content of class discussion is related to the theme or topic of discussion. Students and teachers listen to each other and pay close attention to each other's speeches in order to quote each other's views in their speeches. Students can explain their own views and even expand each other's views. Teachers should have enough patience and restraint. Second, the responsibility for knowledge. Speakers are required to state their views clearly and accurately, and teachers should cultivate students' good habit of constantly asking questions, such as why you think so and how you came to this conclusion in the discussion. Finally, the responsibility of rigorous thinking. Teachers and students should read all kinds of materials, integrate all kinds of viewpoints and establish arguments with internal logic. The key to the discussion is to focus on learning objectives. Teachers should put forward clear teaching objectives and use dialogue teaching method to achieve teaching objectives.

Dialogue teaching, on the one hand, should take Socrates' "midwifery" as the main teaching form, transmit information and cultivate cognitive ability through dialogue as the basic way to construct and display activities, so as to close the relationship between teachers and students, so that teachers and students can enjoy their thoughts and wisdom, and participants can share their thoughts. On the other hand, based on Confucius' heuristic teaching idea, we can become social people through dialogue, reflection, cooperation and learning, so as to realize mutual spiritual communication and form a sound personality and good moral quality.

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