The Researching Of Contemporary Dialogue Education Theory

Contemporary Dialogue Education Theory is first put forward by Russia literary theoretician Bakhtin, and then developed by Germany theologian Martin Buber, and afterwards led into education field by Brazilian famous educator Martin Buber. Currently, in the 21st century, the dialogue has become the topic, exchange, communication, consultation, expression, participation, experience of education, so as to be one of education's Method. Through dialogue education, both teachers and students can feel equality and respect; during dialogue education, students dare to challenge, learn to imagine, glad to think, and brave to create. As logos of paying attention to practice, dialogue education is instructing the transition of Chinese education. Because of such thoughts, this dissertation discusses contemporary dialogue education theory schools, hoping to inspire and put forward some considerations in the teaching education and instruction practice.This dissertation includes six parts: introduction, sources of foreign dialogue theory, exploration and analysis of Bakhtin's dialogue theory through the perspective of human culture, combing Martin Buber's dialogue theory from the perspective of the spirit of science, analyzing Paulo Freire's dialogue theory with the oppressed people, and thinking the enlightenment of Chinese education innovation by dialogue theory.In introduction, the writer tries to elaborate the selection reasons of this dissertation topic, the research value and significances, the research techniques and the steps, the research mentality and the frame, as well as the domestic and foreign research present situations. Chapterl mainly introduces Socrates, further to elaborate Socrates's dialogue model which is called "Midwife technique". Chapter2, Chapter3, and Chapter4, from the perspective of human culture, spirit of science and the oppressed, try to analyze the essential connotation and the main features of Bakhtin, Martin Buber and Paulo Freires' dialogue theory, then to reveal the underlying education meaning of dialogue theory. Chapter5 mainly discusses the enlightenment of education innovation by dialogue education from four perspectives. Dialogue education process: exchange, communication, consultation, expression, participation, experience. The dialogue education analyze the relationships between dialoguers, and advocates the establishment of democratic and equal relationships between teachers and students. The substance of the dialogue: concerning for the harmonious development of the whole. The method of dialogue becoming true: creating vivid dialogue scenes.