新课程倡导自主、合作、探究的学习方式,其表现形式之一就是小组讨论——学生与学生、教师与学生之间的对话。对话式学习相对于其他学习方式而言,能最大化地利用师生之间的关系,充分发挥学生的互助能力,因此被作为重要的教学策略和学习方式予以积极倡导,很多化学教师也都主动地把这种新的学习方式引进课堂。但是,有的教师在不同程度上对对话式学习的内涵和操作方法产生理解上的偏差,结果是学生不能在对话式学习中有效地进行讨论,致使本应互动、高效的对话讨论出现了不平衡的现象,比如:教师没有提供足够的时间让学生充分展开讨论,交流意见,两三分钟就草草收场,使对话讨论浮于水面,流于形式;一些没有讨论价值的问题放在小组里对话讨论,浪费了宝贵 One of the manifestations of the new curriculum advocating for autonomous, collaborative and inquiry learning is the panel discussion - the dialogue between students and students, teachers and students. Compared with other learning methods, conversational learning can maximize the use of the relationship between teachers and students and give full play to students’ ability to help each other. Therefore, it is actively advocated as an important teaching strategy and learning method. Many chemistry teachers also take the initiative Introduce this new way of learning into the classroom. However, to some extent, some teachers have an understandable deviation from the connotation and operation method of conversational learning. As a result, students can not effectively discuss in conversational learning, resulting in the emergence of an interactive and efficient dialogue and discussion Balanced phenomena, such as: Teachers do not provide enough time for students to fully discuss, exchange ideas, two or three minutes to havetily, so that the dialogue discussed floating on the water, in the form; Some did not discuss the value of the dialogue on the group Discuss, a waste of valuable