Research on the construction and empirical test of strategies to improve the quality of classroom dialogue for pre-service teachers

Abstract

The enhancement of classroom dialogue quality for pre-service teachers is a critical issue in educational research, significantly impacting teaching quality and student development. However, pre-service teachers often face the challenge of inadequate dialogue guidance. This study, based on social constructivist theory, proposes strategies aimed at improving the quality of teacher-student classroom dialogue for pre-service teachers and validates the effectiveness of these strategies through real classroom implementation. The results indicate that the strategy significantly improved students' academic performance and classroom participation, while also enhancing the diversity and interactivity of classroom dialogue. This research offers innovative pathways for pre-service teacher training and explores new directions for the application of artificial intelligence in education, contributing to the development of more efficient classroom interaction mechanisms.