Dialogue Theory And Chinese Reading Teaching

The reform of the Chinese course is like a raging fire, and as a new idea of reading teaching, the dialogue theory has rapidly gone deep into all the links of the Chinese reading teaching. This article, under such a background, is just one of the achievements in the exploring and rethinking of the Chinese reading teaching under the dialogue theory.This article is mainly divided into three parts:The first part: dialogue-a new field of vision of the Chinese reading teaching. First and foremost it expounds the basic problems related to the "dialogue" in reading teaching, and analyzes the course of the Chinese teaching going from through reading to through dialogue, with emphasis placed on the main idea of the displaying of this modern reading thought of dialogue. And on this basis, it clearly puts forth and verifies that dialogue is the spirit and method of the Chinese reading teaching.The second part: is my humble opinion on the new idea of dialogue in the reading teaching. It mainly carries out analysis in three aspects: firstly, it profoundly and systematically analyzes the principal body relation among the teacher, students and texts; secondly, it probes into the demarcation lines between the main-body dialogue limit, explanation and over-explanation; thirdly, in combination with the teaching practice, it expounds the main dialogue-influencing and -restricting factors in the dialogue in reading teaching.The third part: is the rethinking and improvement of the dialogue in current Chinese reading teaching. This part rethinks the typical problems existing in current dialogue teaching practice: such as the erroneous understanding of the idea of dialogue, the "liberalization" even "alienation" in the dialogue content and the formalization in the dialogue mode; as well as the exaggeration of the effect of information technique, the "mechanization" of the reading dialogue and so on. This part, on the basis of combing out the above problems, analyzes the main causes for the problems to come into being, and proposes the improvement trains of thought for the dialogue teaching practice in a tit for tat way.