Dialogue-an Effective Communicative Way In Class

Current study on dialogue is mainly focused on its connotation, theoretical foundation, traits, performance and people's misunderstanding about it, and on most occasions from the perspective of in-class teaching cases. However, the reasons why dialogue has been catabolized and even disappeared in class are not in the spotlight so far; the same is also true of research on how to promote the role dialogue plays in class. Starting from exploring an way to effective communication in class, this dissertation tries to canvass how dialogue can be an effective in-class communication mode in three parts.Part I : dialogue, as a way of communicative way in class. Dialogue should be defined as a process to share meanings, and to construct life people fulfill with objects, other people or with themselves. And it should take democracy, equality and freedom as its precondition, should not aimed at persuasion or imposing ideas on others, but should be in an interactive, cooperative way so as to create new meanings. Dialogue bears such traits as democratic and equal status of both parties, interactive process, free and unlimited environment, original contents, resulting in shared meanings and aiming at enhancing life. Dialogue means an communicative process people fulfill with objects, other people and even themselves. It is more an educational attitude and sense than an educational method or educational relationship.Part II: disappearance and its reasons for disappearance in class. This paper probes into the extant in-class proceedings, and does a case study into some commonly-seen "dialogues" and points out it is, in nature, the inadequacy and lack of dialogue. The reason is that teachers and students, subjectively, are in shortage of dialogic sense and attitude; objectively, are in lack of dialogic competence and outer atmosphere.Part III: some suggestions on how to promote the role dialogue plays in class. This dissertation propounds its suggestions from such aspects as cultivating dialogic sense and attitude, training dialogic competence and creating favorable outer environment.