Effective Dialogue In Reading Teaching At The Junior High School And Problem Teaching Design

With the comprehensive implementation of curriculum reform in elementary education, the concept of "dialogue" is being paid great attention to. The junior high school stage is the key time to teach students to improve their reading abilities. And to introduce the dialogue instruction into junior high school teaching is in itself a kind of meaningful exploration, which focuses on the intercommunication of "teacher-student-text" in order to help students to accomplish the knowledge recomposing and meaning restructuring process. In this way, it will help the students to improve their reading abilities and enhance their cognitive abilities. However, in the practical process of teaching, since there are sometimes misunderstandings on the meaning of "dialogue instruction", classes are sometimes composed of "fake dialogues", which exhibit the following characteristics as the formalization of the dialogue process, the superficial layer of asking and answering" dialogues", or the dialogue's departure from the theme, or the use of the already designed dialogues instead of the creative dialogues, or the illegibility on the comment of the dialogues and so on.Therefore, the research of effective dialogue is especially important.This research has mainly used method of literature analytic, method of analyzing case, questionnaire. This research elaborate the meaning, the essence, the rationale, the characteristic of dialogue instruction and analyze the theory of the effective teaching. Thenâ… propose the connotation and the essence of effective dialogue. So, it means that dialogue must be able to educe the student to ask, dialogue and achievement is the effective dialogue. Specifically speaking, firstly the effective dialogue should educe student's problem consciousness. Secondly, the effective dialogue should cause the student's dialogue consciousness based on the expectation of solving problem. Thirdly, the effective dialogue should solve problems through the dialogue of the teachers and students. Fourthly, the effective dialogue should achieve the transformation of saying to doing and develop student's ability. Using this as the theory foundation of the research, the study also analyzes the particularity of applying the dialogue instruction into the teaching of Chinese reading at junior high school. The study combines the requirements of teaching of Chinese reading in junior high school and the characteristics on the thinking patter of junior high school students. It clarifies the characteristics and the standard of effective dialogue from the six different dimensions: the goal of dialogue, the situation of dialogue, the main body of dialogue, the subject of dialogue, the mode of dialogue, the effect of dialogue. And from this point, the author does some practical explorations and brings out the concept of designing dialogue instruction, which bases on problems. The goal of the problem instruction design is that make the effective dialogue originates from problems, advances in the problem. The goal of the problem instruction design is that make student construct knowledge and meaning through solving problem in each form dialogue. Finally, In the process of the dialogue between teacher---student---texts, the teaching can reach the structuring of the meaning and the mutual development of the teacher and the student. The problem instruction design include five operational processes: general-comprehension reading, looking and reading, reading carefully and thoroughly, appraising and discussing, speaking and writing. Then, this research compile the concrete instruction. Through to investigation of junior high school Chinese teachers and researchers of instruction theory, its result proves that dialogue instruction design bases on problem has better feasibility, validity, operation and the innovation.