Classroom teaching theory based on dialogue and Design Learning Community Application
Zhang Hao Feng Wang Xiaomei
(Department of Educational Technology of Henan Normal University, Xinxiang, Henan 453007)
Abstract Research on the increasingly rich learning community. How in the daily Construction of Classroom Learning Community who gradually lead to educational reform in China. dialogue teaching as a new teaching philosophy, classroom-based, under the guidance of the spirit of dialogue to foster the development of new curriculum teaching has become mainstream. In this paper, theory of dialogue in the classroom teaching as the starting point of the learning community focused its attention in the classroom, in-depth analysis, based on dialogue-based teaching in the classroom build learning community for the classroom teachers to create classroom learning communities provide a useful practical reference.
【Keywords】 dialogue teaching; classroom learning community; modeling; case design
【Key Words】 G420 literature flag code】 【A < br> The proposal of a classroom learning community
1 mm classroom learning community of Community
new research and teaching with the classroom theories continue to shape the evolution and development, the traditional Centre three-center model has been behind the times on the teaching pace of development, the demand for learners not be effectively met, the education reform is imperative. However, the practice of many education reforms that rely solely on local changes in classroom teaching and reforms can not achieve good purpose. Therefore, in order to change the current difficulties faced by classroom teaching, to seek a new form of classroom teaching has become an urgent task. Learning Community is in this context produced an innovative educational philosophy, there at the beginning, then its equality, cooperation and dialogue, the unique advantage of becoming the focus of many researchers [1].
research literature from the Look, research on learning communities increasingly rich, such as learning communities, teacher learning communities, virtual communities learning communities, etc., but few researchers in the classroom learning community focused its attention on the exploration of practice patterns. Japan famous education Sato Studies scholars have pointed out: learning community is thinking of 21st century education is the process of teaching in the classroom teachers and students to learn, listen, for dialogue in the common life and growth [2]. For the first-line teachers, how implementation of daily classroom teaching and learning community building is currently facing problems. based on the current research status, the paper selected as the research community a new class perspective, the and try to build on classroom learning community practice models, in order to create a classroom learning community for teachers to provide a useful reference for.
2 content of classroom learning community and the significance of the term comes from the Community
sociology, is under the conditions of people in a common form of collective and educator John Dewey in The Learning Community is in the classroom teaching environment, both teachers and students around a common theme content, through mutual dialogue, mutual cooperation, complement each other, compete with each other, share each other's feelings, wisdom, experience and ideas together to accomplish the task of teaching, which reach a consensus, sharing, together, to realize knowledge innovation and individual growth.
community into the classroom will not only enrich the forms of teaching, but also broke the traditional classroom teachers, the isolation and separation between life and life, greatly facilitate communication between learners in the two-way interaction to enhance students learning in community awareness and interest in and enthusiasm for learning; community to encourage each member to actively put forward their views, discuss, debate and dialogue, through the point of view The confrontation and collision of ideas, members have different perspectives on the same subject matter understanding, and better build their own knowledge; community members in joint problem solving, mutual cooperation, and common process of learning to deepen knowledge and understanding, develop their own the learning ability and innovative thinking ability to achieve meaningful learning and enhance learning. its constituent elements shown in Table 1:
Table 1 the elements of classroom learning community elements
content
statements
< br> Subject
teachers and students involved in the teaching process, including teachers, students, who learn from each other and progress together, constitute the main body of the classroom learning community
main features of the main body with a common goal
with the identification of learning goals, a sense of belonging to the community; share a common vision, to actively participate in learning activities, and work together to solve a particular problem class
Community
place place place including physical and chemical equipment, information resources, human resources support learning methods
generate dialogue, exchange, reflection, problem-solving activities
classroom teaching is a process, in the process, teachers and students , between life and life through dialogue, communication and exchange of learning, strengthening motivation through competition, through mutual cooperation, support to solve problems and achieve common progress
forms
human interaction in the classroom learning community, the members interaction and mutual promotion, in the relaxed, harmonious, democratic atmosphere in the competition, cooperation, dialogue, interaction, forming relationships harmony grow
target
innovation and knowledge to achieve the common development of individual
Second Dialogue Teaching Theory in the teaching content of the dialogue
1
people to pursue dialogue as a state, a spirit of the times has infiltrated into all areas of human life. in Education in China, along with the basic education reform, the dialogue has been introduced into the classroom teaching, and continue to penetrate into all aspects of classroom teaching. thoughts, feelings, communication and other aspects of communication. It is not only communication between person to person or persons and things to understand, it is thought the collision and soul of the exchange [3]. and teaching is in a democratic dialogue, equality, respect for the trust atmosphere between teachers and students, between life and life to each other mutual understanding, mutual cooperation, mutual dialogue, experience sharing, two-way interaction in the process of knowledge creation and meaning of teaching, thereby promoting the common development of teachers and students teaching forms.
As a new philosophy of education, dialogue, teaching both in theory and practice of great value. Theoretically, it enriches the educational theory, updated teaching ideas; practice, dialogue and mobilization in favor of teaching both teachers and students initiative, is conducive to professional development of teachers and students of the criticism, cooperation, communication, communication, innovation, and many other awareness and capacity; the same time, dialogue, mutual respect and equality advocates teaching, emphasis on personality development of students and the emotional experience, with important human values. Therefore, dialogue is the introduction of the theory of teaching the new curriculum reform teaching should, as requested in its development will also become the twenty-first century form of community education in mainstream education.
2 Characteristics of Dialogue Teaching
Dialogue Dialogue with teaching is the spirit of dialogue in the educational domain, it significantly to make up for the shortcomings of traditional teaching process, reflecting the new teaching style and features.
(1) common goals, equality and participation: a common goal and equal participation is a prerequisite for dialogue. in the classroom teaching process, teachers and students around common teaching goals, teaching tasks together, in the sense of equal participation, the open their hearts to each other, mutual acceptance and common commitment to knowledge and learning 'll have to solve the task, interaction and common development as a whole.
(2) listen to each other, positive response: only with each other . in the dialogue teaching, both teachers and students under the guidance of the spirit of dialogue, to participate as the main teaching activities, each member should be actively involved in dialogue, listen carefully and continuously in the acquisition of the exchange of experience. In addition, you must also learn to other words, ideas, or to make a positive emotional response.
(3) dialogue and cooperation, and mutual sharing: a real classroom learning, teachers and students, mutually beneficial cooperation between life and life, mutually reinforcing relationship. each between the open mind, sincere communication, with a positive attitude in dialogue, share knowledge, experience, wisdom and work together to achieve learning goals, in the dialogue and cooperation, to stimulate learning motivation, rich emotion, and promote the continuous improvement of knowledge construction.
( 4) knowledge innovation and joint development: in the open, dynamic environment, by teachers, students, books, the dialogue between the mastery of knowledge and innovation to achieve. In communication, the other people's opinions are their absorption, their knowledge by others excitation in the collision point of view to promote further reflection, re-organize their own knowledge structure, the whole process was full of knowledge and inquiry, restructuring and creation, give full play to the nature of the members of the force, to achieve maximum growth of the individual.
Three teaching into the classroom learning community dialogues feasibility
dialogue teaching as a new teaching concept, based on classroom-based, under the guidance of the spirit of dialogue to foster The establishment of the learning community needs to build dialogue between members, through dialogue to stimulate and sustain the vitality of the learning community. Therefore, dialogue as an effective interactive teaching tool, it is proposed and applied to address the construction of classroom learning community has an important the inspiration and positive role in promoting the common metaphor between the two [4]. Figure 1:
Figure 1 teaching and learning community dialogues between the two common
(1) through dialogue between teachers and students to improve teaching quality and quantity of communication to promote the Learning Community
traditional classroom teaching a particular form of organization severely limited the students to participate in active learning and initiative, teachers and students, communication between life and life serious shortage of quality and quantity. teaching in the dialogue, the relationship between teacher and student relationship is no longer a one-way, replaced by a kind of Everyone is learning the main participants in the organization of each other under the guidance of teachers around common tasks, active participation, mutual exchange, lack of effective communication to improve the status quo, the establishment of learning together to create a good atmosphere. dialogue as a kinds of teaching practice, classroom learning community to provide the possibility of the construction.
(2) through dialogue, consensus, and promote the healthy development of learning communities to form community
not because people were in the same place, but because we communicate with each other, faith, purpose, consciousness and feelings. In addition, also depends on the formation of community among the members of the dialogue and communication, while the maintenance and development of the Community but also to the exchange by means of dialogue and communication. The two sides listen to each dialogue, into each other's inner world of each other, share knowledge, experience, wisdom, simultaneous appropriate to produce a fit mind and reach a consensus, and jointly promote meaningful learning. Therefore, the consensus dialogue in the community formation, maintenance and promotion of community health an important role in the development.
Not only that, the dialogue in the classroom teaching process for the growth of knowledge, community members, groups, intelligence sharing, members of the sense of belonging and sense of security, upgrading also provides an effective theoretical support. < br> Four dialogue-based teaching in the classroom learning community model construction and application of case design
1 dialogue-based teaching in the classroom learning community model
built on the basis of in-depth analysis, in the optimization of the practical needs of teaching (new curriculum standards in the classroom teaching process, the learners and student (including teachers, specialists, counselors, etc.) in a democratic atmosphere of equality, mutual dialogue with each other around common goals, communication, cooperation, sharing of common wisdom, experience and emotion, complete two-way interactive process in learning tasks, learners and communities to achieve shared growth and development. The structural model shown in Figure 2:
Figure 2 dialogue-based teaching in the classroom learning community model of teaching based on dialogue structure
2 classroom learning community design application
case under the guidance of the theoretical model in order to , the specific implementation steps shown in Figure 3:
the whole event was divided into four stages:
first create dialogue: teachers should try to create a democracy, equality, cooperation, learning environment, strong knowledge in the consciousness stimulate learning motivation and improve learning motivation, and for the next phase of the open up a dialogue in good faith with the students communicate with each other to form a harmonious classroom learning community.
before the start of the lesson, the teacher presents a first for the students from the a poem related to environmental protection, classroom learning community implementation
how the Earth Mother mm? how about we should unite to protect our planet? In order to protect our planet we need to start? hh
analysis: focus on topics of common concern mm protection of the environment process of open dialogue in this lesson followed by a consensus
: Problem is the shared vision is the core of teaching dialogue, a dialogue on how to design teaching. questions designed by the teachers, but also by the students on a voluntary basis. But Setting the problem should have scientific, inspiration, exploration and other features should maximize the potential of dialogue and want to inspire students so that students maintain a harmonious atmosphere with plenty of emotion and excitement of the state, unconsciously for knowledge, growth wisdom, thus contributing to the development of learning communities.
analysis: protecting the global environment makes consensus between teachers and students around the problem, proposed in this section the task of teaching teachers to guide students to begin a dialogue, the dialogue reads as follows:
Division: Protecting the environment is the bounden duty of every one of us, right?
students: Yes
Teacher: So protection of the environment around us can be from those little things?
students: try to catch the bus < br> Students: turning off lights, save electricity and other
hh teachers continue to guide the dialogue, a greater level of curiosity and stimulate students to explore To:
Division: ask someone to talk to every little thing Why do these things to protect our environment?
Health: reflection, discussion and answer
Division: Group to discuss, you can do to protect the atmosphere there are those things?
Students: No fireworks
Students: make full use of solar energy hh, etc. (In this process, teachers should be good at organization, to enable students to reach a consensus)
again to start a dialogue between the Community: This phase mainly student-centered, teachers monitor and assist in the dialogue process solve problems and achieve mutual development. dialogue either through whole class, can also be designed for a particular part of a dialogue fragment. To do this, teachers focus on teaching content to grasp and difficult to design a range of topics, attracting the attention of students, teaching start the process this topic, forming a community of cognitive system classroom dialogue, making the classroom more effective dialogue, interaction and more effective.
analysis: teachers summarize the above, and the natural theme of this lesson mm cut air pollution hazards, for the subject, teachers and students, between life and life in-depth dialogue and exchange of problem-solving approach;
teachers and students: a common analysis of the major source of air pollutants mm exhaust, factory chimneys smoke exclude the formation of harmful substances such as SO2, CO and other division: will have so many pollutants that harm?
Health: acid rain, ozone hole, greenhouse effect and other
hh Play a video about acid rain, so that students know from the emotionally Acid rain caused by the human and biological hazards, and to continue to throw the problem:
Teacher: So how acid rain is formed? its chemistry what is it? ask someone to use the knowledge learned to think for themselves first, then open to discussion with fellow students
: After the students to think independently
Health 2 1 Q: Since it is acid rain, is not that the characteristics of acidic
Health 2: Well, certainly; (1 issues inspire students raw 2, so that students with updated knowledge on this 2)
Health 2: a substance that must be combined with water to form another substance, which substance was acidic hh
repeated at each other collaboration session, interactive process of communication, the impact more and more rich intellectual sparks, collaborative inquiry manipulation problem can be solved step by step, to achieve each other's innovation and development; In addition, in the dialogue process, teachers also went to students in the middle , keep abreast of the real thinking activity students, teachers, when students encounter difficulties with the students through Learning Community Construction and development, and effectively improve the efficiency of the classroom.
Finally, evaluation feedback: knowledge, understanding and skills needed to master a repeated consolidating and deepening the process. In this session, teachers should guide students to consolidate real-time practice and make the necessary reflection and evaluation of reasonable feedback, to further promote the learner's knowledge construction, to stimulate learners desire for knowledge.
contact real life, teachers are given the relevant reference resources, broaden their knowledge, combined with real life to improve availability of knowledge;
Teacher: But we often find that the acidity of rainfall in winter are usually higher, this is also why? Let us use knowledge learned in today's analysis (the sum and summary of the lesson)
Students: AC analysis of the process of actively speaking students (teachers to observe, guide)
Teacher: This lesson, the students were caused by air pollution hazard analysis is very thorough, and also more in-depth understanding of acid rain. So in our real life, each of us must assume the responsibility of protecting the earth, always bearing in mind the evaluation of incentive to give students a joy of success and confidence; finally to give students some after-school practice, students explore the problem leads to extra-curricular activities, deepening the further development of space for students to make effective classroom teaching of the fully expanded.
five building dialogue-based teaching in the classroom learning community should pay attention to the problem
dialogue teaching, community education in the new basic education curriculum reform in the context of teaching a new generation of form, both The introduction into the fashion of today's classroom teaching, however, because some teachers to their mastery of the theory and practice and lack of knowledge of teaching in practice there are still some deviations, so during dialogue-based teaching practice classroom learning community should pay attention to the following key issues:
First of all, classroom learning community New Curriculum Knowledge, curriculum, teachers and students a clear view of the requirements to break the closed between the various elements of traditional teaching independent phenomenon, so that teachers, students, knowledge and dialogue in the integration of classroom teaching, in the open, relaxed Smart scenario to make classroom teaching more effective.
Second, the classroom learning to play the main position in the dialogue, the teachers closely follow the support classroom teaching theory learning community is essentially the process of teaching in the classroom in the form of community significance to the dialogue process, knowledge construction that is produced in the dialogue process. This article discusses the dialogue, co-teaching into the classroom learning possible analysis, construction of classroom teaching based on dialogue, learning community model, and under the guidance of the theoretical model as a case design. It is true that the dialogue between the existing building under the conditions of both classroom learning community, both in theory and in practice there are still many problems, such as in-depth dialogue and the understanding of teaching or not; classroom learning community can be integrated into the current mainstream practice of teaching, will have a certain degree of conflict; dialogue-based teaching in the classroom learning community model can provide teachers useful practice reference for further research and have yet to be proven.
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