On Dialogue Instruction In Chinese Teaching

Chinese teaching comes into a transitional era, when the tradition and the modern ideas are jointed and confronted. Under such background, the old notion Dialogue is recalled back. Dialogue in Chinese teaching is a complicated configuration of student-text dialogue, student-teacher dialogue and self-dialogue. Compared with the traditional training and imparting teaching, dialogue instruction in Chinese teaching is characterized by harmonious teaching atmosphere, students' active participation, wide knowledge about life and indefinite creativity. It has been clearly articulated in the Outline of Basic Education Curriculum Reform that teaching is a process of student-teacher interaction and mutual development, during which the teacher is the cooperator, guider and participant of learning. Re-judgment of teaching process and relocation of the teacher's role show direct influences on the teacher's speech in classroom. Dialogue instruction puts more weight on the dynamic transformation of information between the teacher and the student. The teacher not only takes active participation in the process but also makes effective control of it. Therefore, the teacher's speech should be shifted from the teacher's control to mass participation in terms of the speech attitude, from linearity to stereoscope in the speech process, from passing to dialogue in the speech manner, from description to construction in the speech goal and from performance to affinity in the speech interest. The dissertation ends with the discussion of operative patterns of Chinese teaching.