On Learning Situation And Dialogue Of Reciprocal Teaching In Grade 7

Reading is a indispensable basic survival skill for people in modern society. However, the results of some researches showed that, as a type of learning disability, 4% ～ 8% of the school-age children who use Chinese as their native language, are confronted with reading difficulty. To explain the causes of reading disability, many theories arise. Since 1980s, inactive learning became one of the most influential theories, due to its good effect in practical application. Reciprocal teaching is a model of inactive learning's application in reading comprehension.Reciprocal teaching is a model of strategy teaching proposed by Plincsar and Brown in 1982. After reviewing many documents of reading comprehension strategy training, according to the theories of "Zone of Proimal Development", "proleptic teaching" and "experts scaffolding", they selected summary, inquiry, clarify, and forecast strategies, and then formed a cooperative, dialogic reading teaching model. All the existed researches confirmed that Reciprocal teaching enhance the students' performances of read comprehension. However , few researches concerned its internal mechanism. This study pay attention to the dialogue during reciprocal teaching, and discusses the reason of reciprocal teaching's validity, under the social constructivism's point of view.233 junior school students of Grade one were selected as subjects. This study consider teaching method and the students' type as...