Chinese Reading Teaching Under Dialogue Theory

The reading teaching is both an important constituent of Chinese teaching and a headachy topic. When education midwifery new revolution, we have to have a historic retrospect and thinking of the status in quo of the teaching of reading. Programmed, indoctrinated, simplified and andradite reading teaching have been doubted and accused. How to shake off the fetter of long-lasting deposition and realize humanized solicitude has been a common theme in the revolution of reading teaching of various genres and patterns. It becomes most important to emphasize the reading process and method, and realize effective dialogue among students, teachers and texts. Therefore, I will unscramble the teaching of reading from the angle of dialogue theory. Under the scope of dialogue theory, through the thinking of the status of teaching in quo, the evolution direction of the reading teaching will be probed; and the status of teaching in quo will be re-understood by integrating the law of reading activity and teaching practice to realize a breakthrough in the teaching of reading.From the view of writing structure, the main body of the paper is composed of four parts. First, the malpractice of reading teaching will be summarized and the history of the teaching reformation will be retrospect to probe the evolution direction of the reading teaching. Under the view scope of dialogue theory, it is pointed out that the process of the teaching of reading is a process of a dialogue of reading. This is a process where under the direction of the dialogue by the teacher, the student has a particular dialogue with the author, text and himself or herself. Inthis dialogue, an understanding of the text and a self-construction will be made by the student. Second, the value tropism of the reading dialogue is discussed. It is explained from four angles including reading courses, teacher's responsibilities, student understands of the text and the teaching text that this is the basic guarantee of an effective dialogue. The third part is a grope for the way how a reading dialogue is put into practice which includes two pre-dialogue preparations, i.e. eliminating dialogue misunderstanding and creates a dialogue phenomenon, and the detailed tache to begin a dialogue. In this part it is also pointed out that among the many lays of reading dialogue, the dialogue of the student with the text is most important. The conception in principle of the assessment is discussed to realize multitudinous mingling of eyeshot in the wonderful process of reading dialogue. And there really lie various scenes and relationship of communication from different stratums and dimensions. Only with these in mind will the initiating.spirit, humanism and unique charming in the study of Chinese language be incarnated. Finally, typical teaching cases are assessed. Considering the teaching practice, potential difficulties are analyzed for the reading dialogue.It is definite that any theory has its own limitations with the value function. Similarly, dialogue theory is absolutely no catholicon. There still lays some difficulties in its leading us to go out the traditional occlusion. However, this is exactly due to the unaccomplishment of the research in teaching. The dialogue theory provides for us a wholly new thinking space and angle of view. A fundamental change will be the refreshment of the teaching conception and will lead us to find an essential way to develop the teaching of Chinese language.