Language Teacher 's Professional Accomplishment In Dialogue Teaching

With the deepening of new curriculum reform, the dialogue teaching is widelyapplied to teaching practice. Because some teachers to the dialogue teaching ideas tobecome insufficient or conversation quality not high, the current Chinese dialogueteaching has many problems. Chinese dialogue teaching caused the general attention,education researchers and teachers have to explore effective method and way ofdialogue teaching.In this study, from the perspective of the theory of dialogue, by analyzing theconnotation of the dialogue as well as bakhtin, buber and frye’s theory of dialogue,sums up the characteristics of dialogue teaching, as a standard, set basis for research.Then to graduate students to seat during the period of middle and primary schoolChinese teaching in classes wrote down case shall prevail, with the characteristics ofdialogue teaching, to explore Chinese dialogue teaching of primary and secondaryschools the status quo, through the analysis, to reflect on the status quo of theexisting key problems. The study found that Chinese dialogue teaching of primaryand secondary schools, such as to solve the problems existing in the current, is partof the language teacher insufficient internalization of dialogue teaching ideas andtheir own professional quality is not high, put forward to improve Chinese teachers’professional quality is the key. Articles at the last comprehensive dialogue teachingcharacteristic, the present situation of primary and secondary school Chinesedialogue teaching and dialogue teaching challenge Chinese teacher educationconcept, students view, ability to learn, often to reflect, with exploring spirit,innovation ability, listening ability, improve the art of language expression ability,cooperation, sharing, questions and so on acquisition quality. In addition, thelanguage teacher can also improve their professional quality, from these aspects soas to effectively carry out dialogue teaching.