| Education is always updated. Curriculum Standard in Chinese drafted by Education Ministry in 2003 puts forward the theory of Dialogue Teaching definitely. The theory of Dialogue Teaching in Chinese is not only the priest in general and inevitable requirement of the whole education, especially the Chinese Teaching, in the 21st century with the coming of Dialogue Time, but also the response to the call of Dialogue Time to shatter the shackles in the out-dated education mode. Teaching of Reading in Dialogue State is the Chinese curriculum reformation, which changes Teaching mode via responding to the characteristics of Dialogue Time. Up to now, two situations are present in the reform: In the first place, no new concept appears and essential effect cannot be found in the reform. The reason is that the fundamental concept in teaching is so deep-rooted that hard to change. In the second place, Teaching of Reading that is lacking in its original meaning goes to extreme with showy jollification, even entertainment preference. These two situations cause Teaching of Reading to lose the real spirit in Dialogue, which also misunderstand the theory of Teaching of Reading extremely, disobeying the basic requirement of new curriculum standard thoroughly.In order to convert to the original and real meaning of the new curriculum standard and improve Dialogue Teaching with correct direction in theoretic and practical study, this thesis makes efforts to combine new curriculum standard, personal development first, post-modern philosophy with post-modern curriculum and explore the spread system of Teaching of Reading in Dialogue State on the basis of obtaining the entire cognitive view. Firstly, this thesis probes into the background of how Teaching of Reading in Dialogue State in Chinese comes into being, focusing on various of problems in the reformation of Reading Teaching of Chinese in high school, which constitute the direct drive in exploring. Secondly, this thesis explores basis of ontology, premise of epistemology and view of methodology in Teaching of Reading in Dialogue state. With this foundation, deep analysis of the basic theory continues: democracy and equality are ethic pursues in Dialogue Teaching; communication and collaboration are ecological conditions; self-reflection and action are practical patterns; value pursue consists of diversified creations; to paint poetic and colorful life with wisdom is final destination. Applying these basic principles to Teaching of Reading in a Dialogue State, you will find that"dialogue"itself sheds light on the essence of Teaching of Chinese Language in Reading. Firstly, it changes a teacher's role from a knowledge authority to an equal participant, which is a clear hint at the awakening of the teaching ethics. Secondly, it converts the teaching way from monologue to multiple dialogues. Thirdly, it leads a transformation in the dialogue pattern from"one to many"to"one to one". Fourthly, it creates new dialogue teaching thoughts in which dialogue topics are no longer set beforehand in order to inspire authentic conversations. Fifthly, it shifts the emphasis from the language outcome to the dialogue process itself. Finally, it clarifies the change of the teaching purpose from knowledge transmission to all-around development of individuals. At last, this thesis focuses on the purpose and teaching techniques of Teaching of Reading in a Dialogue State: Teaching of Reading in a Dialogue State is aimed to contribute to the reconstruction of the experience of the teacher and learner. This reconstruction not only involves knowledge, competence and approach; more importantly, it emphasizes the update of affection, attitude, and view of value. Topic-related and no indicative dialogue teaching strategies are the basic ways to realize this experience reconstruction through Teaching of Reading in a Dialogue State.
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