Characteristics And Conditions Of Dialogue In Teaching

"Theory of Dialogue" in the education realm mainly originates in the Philosophy, Esthetics and Literature. The theory advocates the democracy and equality in the relationship of teachers to students, appeals to the understanding and conversation, and encourages the cogeneration and self-construction of knowledge. Actually, the theory of dialogue in philosophy and literature is not completely suitable for the elementary school classroom instruction. For the imbalanced dialogue ability between teachers and students, the dominance of knowledge orientation in classroom instruction, the class teaching manner and other supplementary education functions, dialogue in elementary school classroom instruction has its characteristics, which is different from the one in daily life and the one in ancient instruction.Dialogue is not only an effective means of teaching, but also a principle and a spirit of instruction. Developing student's intention of dialogue and their ability to it, is also an aim of teaching. Since dialogue becoming an aim, great attention should be taken on satisfying the students' social needs such as expression and conversation, the intention to dialogue, participation and sharing should be developed and the capability to listen attentively, to indicate, and to question should be enhanced if necessary.Initiation, maintenance and promotion of the effective dialogue in the elementary school classroom instruction, not only depends on teachers and students' dialogue intention and ability, but also needs to adopt appropriate teaching strategies which is suitable for pupils. The effective elementary school classroom dialogue strategies established hereby adapts themselves to the various education purposes and contents, facing all students and being aware of student's individual differences.