The Theory And Practice Of Dialogue Chinese Language Teaching

The bottleneck problem that has long obstructed possible breakthroughs in Chinese language teaching is that the established subject-object thinking pattern reduces the teaching process to teachers' one-way conveyance of knowledge, and further on makes it a lifeless monologue. This to a certain extent goes against the basic law of Chinese language teaching. In view of this problem, the author bases the thesis upon the profound understanding of "Chinese Curriculum Criteria for Full-time Schools of Compulsory Education" (Draft) and the research results on dialogue teaching, therefore approaches this novel teaching pattern from both theoretical and practical perspectives.The thesis consists of four parts.The first part illustrates the theory construction of dialogue Chinese language teaching. Opening with the theoretical foundation of this teaching pattern, it proceeds to explore its essential meaning.This dialogue teaching pattern nurtures itself on the Educational Communication Theory, Constructionism Learning Theory and the Elements of Acceptance Aesthetics. It proclaims that understanding and meaning can only be acquired by the subject through active dialogue-like interplay and communication with the outside and the others ( text included ). So teaching process can not depart from dialogue between subjects, instead, dialogue should be deemed the principal teaching pattern which enables subjects to jointly create and find meanings. In accordance with the characteristics Chinese language teaching, the dialogue teaching pattern concludes that Chinese language teaching is indeed a kind of dialogue, teachers, students and textsbeing independent individuals, the two way exchanged successfully conducted. Students must construct meanings and mature up themselves.The second part focuses on the characteristics of dialogue Chinese teaching, which definitely differ from monologue language teaching. First, the dialogue Chinese language teaching completely realizes the teaching subjectivity. Second, it exhibits the interdependence among teaching subjects. Thirdly, as contrasted to the conservation, dullness and stereotypes of monologue teaching. The dialogue pattern reflects open pluralism in terms of teaching goals, contents, process and assessment. Finally, it's not a self-copying and self-repeating mechanism, but rather incessant production and creation of new knowledge, meanings and norms, which embodies the creativity of teaching activities.The third part probes the specific modes of dialogue Chinese language teaching, which are namely dialogues between teachers and students, dialogue among students, teachers and students' dialogue with text, and self-dialogue of each student. These four combine to facilitate students' self-construction and growing up and are elaborated respectively.The dialogue between teachers and students pervade the whole teaching process; it characterizes the absolute equality of personalities and value guide in education. While the dialogue among students in essence is a co-operation and joint research in which the students, as equal dialogists, are more likely to break the vision limitations and transcend the self-centerness. The dialogue between students and text constitutes the core of dialogue Chinese language teaching. During the process, teachers first secure a dialogue with text themselves and direct students to experience and realize the meaning of the text. The most advanced goal of dialogue Chinese teaching is to encourage the self-dialogue of the students, that is, through a dialogue with himself the students can fulfillself-examination and self-reconstruction, then in turn creating a new self.The fourth part discusses realization of the dialogue teaching. The feasible dialogue teaching strategies are composed of three aspects. The first one, construct dynamic, indefinite and lively classes and offer opportunities for teachers and students to conduct creative thinking and experience. This can be achieved in textbook compilation and class teaching, both...