Dialogue Patterns of High-Quality Middle School Science Classrooms in China

• In Event: Division C Virtual Roundtable

Abstract

Classroom dialogue is a fundamental approach to understanding classroom teaching and learning. China’s new science curriculum reform has identified “student-centered” dialogue as one of the critical measures to transform science teaching and learning. In this context, this study analyzed high-quality science classroom videos from China’s three major economic regions (including 31 provinces) to explore the overall characteristics and internal differences of dialogue patterns in middle school science classrooms. The study showed that the frequency of teacher-student interaction is high in science classrooms, and authoritative dialogue is the dominant dialogue pattern. The differences among the three regions were minor, but the types and designs of classroom dialogue between the central and western areas were relatively similar.

Authors

• Hua Hu, East China Normal University
  Presenting Author

• Tainian Zheng, East China Normal University
  Non-Presenting Author

• Meng Li, East China Normal University
  Non-Presenting Author