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The classroom dialogue Strategies to promote the development of student diversity

Author: HouYanHua
Tutor: ZengJiYun
School: Shandong Normal University
Course: Principles of Education
Keywords: Differences in development Dialogue Classroom dialogue Classroom dialogue strategy
CLC: G424.2
Type: Master's thesis
Year: 2011
Downloads: 107
Quote: 1
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Abstract

In recent years, with the transformation of China's economic mechanisms and the development of multi-cultural, as well as the new curriculum reform step by step, the differences in development has become an important educational philosophy, and more and more educators importance to and actively put into practice. Classroom dialogue, new roads and space for the realization of the development of differences between students. However, due to the awareness of the existence of the dialogue misunderstanding, old teaching habits and other reasons, the current education practice improper dialogue, and a negative impact. Such as teachers course only explanation, stated, controllers and evaluators, is too theoretical, symbolic, abstract and simple language, is the only truly master speaking discourse resources, lack of student trust and confidence, and did not pay attention to listen to the voices of the students, paid little attention to the individual differences of students, but also did not provide a sustainable educational environment. Need to build effective classroom dialogue in order to promote the development of differences between students. The research literature to find the law and case analysis, expounded the connotation of the differences in development, as well as the development of student diversity inherent mechanism based on the analysis to reflect current educational practice improper dialogue and its causes, impact, demonstrate effective dialogue for students The differences in the development of a supportive role, and puts forward a number of strategies to promote differences in development through the implementation of effective dialogue. In this thesis four parts, including Introduction and text. Why the topic of the subject is described in the introduction, the status quo of research at home and abroad, to study the purpose and significance of research methods. Part I: description of the differences in the development of the connotation, the contemporary significance of the second part of the internal mechanism of the development of student diversity: interpretation of dialogue, the classroom dialogue connotation, basic form, the distinction between effective classroom dialogue and inappropriate classroom dialogue to clarify the nature of effective dialogue, that is, effective classroom dialogue not only achieve a rich individual knowledge structure, the play and development of the personality differences, but beyond this rich and play development affect individual worldview, values ??orientation, its essence is the cognitive development of Reconstruction and differences differences in the development of organic unity and internal integration; effective classroom dialogue students supporting role: to help change the traditional concept of teachers and students, highlighting student subjectivity; help to enhance students' self-confidence, to fully demonstrate individual differences; contribute to the differences in share promote individual wisdom refactoring. Part III: relying on some of the typical teaching cases, analysis of improper dialogue reflect on current teaching practice and its impact to the development of student diversity: mislead students in the direction of development toward the goal of uniform; strangle course record students an opportunity to hinder the individual fusion of horizons; curing differences in individual development, to deviate from the education fair track; narrowing differences Development Goals, one-sided pursuit of knowledge reached. Simultaneous analysis of the reasons of improper dialogue: stick to the traditional teacher-student relationship, a misunderstanding of the nature of classroom dialogue; ignore individual differences in experience, to legalistic already teaching habits; differences in the development of positioning single, confined to a knowledge-based education; lack of awareness of the generation and sharing of rigidly stick to teaching default scenarios. Part IV: Based on the above analysis, proposed to build an effective classroom dialogue to promote students' differences in the development of teaching strategies are: respect for difference: abandon the dignity of the division, reached the overlapping consensus; the publicity difference: focus on wake inspired to cultivate dialogue consciousness; shared differences : \

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