A Survey Of The Status Quo Of Senior High School English Reading Teaching From The Perspective Of Dialogic Teaching

Dialogic teaching,a new teaching form different from traditional teaching,attaches great importance to students’ dominant learning position.This study aims to find out about the current situation of senior high school English reading teaching from the perspective of dialogic teaching.Through the analysis of the data collected from a questionnaire survey and interviews,this study intends to answer the following three questions:(1)What is the current situation of student-text dialogue,teacher-student dialogue,student-student dialogue,and students’ self-dialogue in senior high school English reading teaching?(2)What are the problems in senior high school English reading teaching from the perspective of dialogic teaching?(3)What are the solutions to the existing problems in senior high school English reading teaching?The findings of this research are as follows:(1)On the whole,dialogic teaching is implemented in senior high school English reading teaching to a certain extent.And teacher-student dialogue is most frequently used,while students’ self-dialogue is least used.(2)There are still some problems existing in practical senior high school English reading teaching.Firstly,students lack the consciousness of getting in-depth interpretation of the text through student-text dialogue.Secondly,teachers give monotonous and single-formed feedback,which leads to poor teacher-student dialogue.Thirdly,students’ subjective consciousness of student-student dialogue is low.Fourthly,students have not yet formed the habit of self-dialogue.To improve the teaching effect of senior high school English reading teaching,the author puts forward the following solutions.First,design targeted topic to guide students make in-depth dialogue with the text.Second,enrich teacher feedback to facilitate teacher-student dialogue.Third,create a dialogic atmosphere to stimulate student-student dialogue.Fourth,promote students’ reflective learning ability and strengthen students’ awareness of self-dialogue.