The Research In The Subjects Of Making Dialogues In Reading Teaching

For a long time past, there have been academic debates over the cognition of "Subjects" in Chinese teaching. Following the theory of dialogue teaching and new criteria for Chinese teaching, the thesis aims at doing a further research about basic methods for effective dialogues in reading teaching as well as basic characteristics and mutual relations among four subjects—students, teachers, authors of texts and editors of textbooks.In process of reading teaching, teachers and students take their places as subjects of dominant dialogues. Students display their subjective characteristic as the subject of participation, talking and development in dialogue teaching while teachers do as the subject of analyzing texts, organizing teaching and free listening and talking. Both subjects interact and rely on each other. Authors of texts and editors of textbooks take their places as recessive subjects. Authors of texts imply their creative characteristics inside the texts themselves, so teachers and students should first figure out the authors' implication and respect the opinions of the authors while doing dialogue teaching. The editing characteristics of the editors of textbooks are also implied inside the texts in use, which can be embodied by means of pre-reading aids, notes to the contents , attached exercises, teaching reference books and so on.Dialogues in reading mainly refer to the communication between dominant subjects and recessive subjects before classes: Through dialogues with the authors, certain creative potentialities are exposed and the meanings of the texts are clarified; through dialogues with the editors, their intention of editing can be digested and the texts are utilized rationally. Dialogues in reading teaching refer to the interactions between two dominant subjects in classes: Teachers' dialogues with students and students' dialogues among themselves take place alternately and complement each other, which is beneficial to the progress of both subjects in a sense. Perhaps there are also so-called "false dialogues" in reading teaching, which might have a side effect on the students' gift for Chinese learning and formation of perfect character. So, teachers and students are required to grasp the spirit as well as basic standards and skills of dialogues to make the dialogues in reading teaching the truest and most effective.