A Study On The Status And Strategies Of The Teaching Of Chinese Dialogues In Primary School

The New Curriculum Criterion pointed out that we must change the stiff monologue of Chinese teaching in primary schools so as to develop learners' abilities to participate in learning activity positively, inquire happily, co-operate diligently and solve problems both independently and collectively. However, it is a pity that Chinese teaching practice in primary schools is still dominated by the traditional method of Teachers' Monologue. Although tentative applications of Dialogue Instruction were introduced to Chinese classroom in primary schools, the outcome of those applications is not as fruitful as expected. Thus, more detailed and carefully designed study has to be implemented so as to meet the challenge from the New Criterion and the present study is carried out under this circumstance. With literal analysis, holistic approach and many other methods, it attempts to explore the significance of Dialogue Instruction to Chinese teaching in primary schools.This study consists of five parts:Part One, the Introduction, explains why and how the present study comes into being while Part Two defines the meaning of Chinese Dialogue Instruction and its significances to teaching practice in primary schools.Part Three, the main body of the study, illustrates the major types of Chinese Dialogue Instruction in primary schools and their corresponding characteristics.Part Four first investigates the major obstacles of applying Dialogue Instruction to Chinese teaching in primary schools and then analyzes the formations of those obstacles while Part Five presents practical tactics of Chinese Dialogue Instruction in primary schools.