A Study On The Pattern Of English Dialogue Instructional Approach In High School

The New Curriculum Criterion points out that we must change the mechanical, stiff and human lacking teaching methods in order to develop the students' abilities of taking part in actions actively, discovering happily, operating diligently, collecting and handling information, analyzing and solving problems .exchanging and cooperating. However, up to now the high school English teaching method is nearly a kind of monologue, It's obviously far away from The New Curriculum Criterion .So we must change the poor teaching method. English Dialogue Instructional Approach in High School is an effective pattern to change the poor teaching method of monologue. Though, on the whole, there is too much study on dialogue instructional approach home and abroad, the study on English Instructional Approach in High School is comparable weak. It's disadvantageous to improve English teaching quality. Therefore, there is significance both in practice and theory on the study. This dissertation bases on the standpoint and methods of Marxism, using literal analysis, logical contemplate and historic approaches, etc. discussing the characters and essence , the theories, the basic tactics of English Dialogue Instructional Approach in High School in a systematic and deep way.This dissertation consists of five parts.Part one, preface. Introduction, the reason and significance both in theory and practice of this dissertation.Part two, the characters and essence of English Dialogue Instructional Approach in High School. The process is the meeting between teacher and student, student and student, teacher student and the media. The essential parts of English dialogue instructional approach in high school are: aim body topic situation etc.. The pattern pays attention to develop high school students' mind of dialogue and communicative competence basing on their characters of body and mind.Its common characters are democracy, equality, communication, cooperation, exchanging, production and creation. Its special characters are rich cultural information, special situation, comprehensive practice, open and flexible methods, ideas, situations.Part three, the theories on which English Dialogue Instructional Approach in High School bases, the philosophy of dialogue from Martin Buber and Paulo Freire; the language theory from William Moulton J.Brunner Hatch S.Krashen Hymes and Grice; the cultural and educational theory.Part four, the basic tactics of English Dialogue Instructional Approach in High School. (一) essential skills of operation, that's introducing topic skillfully ,preparing the base of the topic, creating the situation for the topic, developing the topic and the skills of answering and questions. (二) the operative tactic: that's firstly, out and in class tactics; secondly, verbal and nonverbal tactics; thirdly, the dialogue between teacher and student, between student and student, between teacher student and the materials, between teacher student and the media tactics.Part five. The problems that we must pay attention to when practicing English Dialogue Instructional Approach in High School. There are 5 points about the problems. Firstly, the mistakes of understanding; secondly, the reasonable relationship between teacher and student; thirdly , coping with the prepared topic and the open flexible mind; fourthly, the incentive methods; fifthly, dealing with the mistakes in the dialogue; sixthly, other relevant problems.