Let The Language Read Dialogue Teaching To "false" Save "true"

21 century, the language teaching reform in the ascendant. The more attention is to change teaching methods of reading. Since the Chinese "new curriculum standards" introduced formal dialogue into classroom teaching mode of language in the teaching of reading and concern. Looking at the experience of the past to explore the theory and teaching of reading time, more and more experts, scholars and front-line language teachers are keen to explore the highlights of dialogue theory in the language classroom. Currently, language teaching more and more teachers will "ask" to "dialogue", the teacher gradually into the students, getting to the podium, the formation of a dialogue mode. However, since this is still in the exploration stage teaching model, yet the lack of a complete theory of the system, resulting in a lot of teachers in the actual teaching connotation for "dialogue teaching" and thus a lot of deviation scanty, and no real sense of equality, freedom profound dialogue, still did not break the teachers in the language classroom situation for authoritative text, namely "pseudo dialogue" phenomenon. Therefore, this article is intended to make the teaching of the language of dialogue "pseudo-dialogue" phenomenon, and strive to explore the characteristics of both dialogue and language subjects featuring "real dialogue", and made a number of teaching to make the language of dialogue "pseudo" deposit "true" teaching suggestions and strategies.This thesis consists of the following four components:A dialogue dialogue teaching theory and language. First, the dialogue teaching direction and trends in curriculum reform, the second section describes the dialogue into the language classroom teaching inevitability.Second, the pseudo-dialogue reflected in the teaching of reading. First, define the meaning and significance of dialogue in the language teaching. Second, the actual language teaching cited phenomenon "pseudo-dialogue" : superficial dialogue, dialogue, etc. form of unity.Third, read the "pseudo-dialogue" into the original. Respectively, from the dialogue connotation and characteristics of language teaching to analyze the reasons. Fourth, to achieve "real dialogue" means. This is the focus of this article. First, according to the actual situation of teaching inquiry "real dialogue" means, and secondly to study the "real dialogue" teaching methods from different directions. Were "pre-dialogue before class, classroom atmosphere of dialogue, generate dialogue on the lessons, after-school dialogue feedback" from several aspects of inquiry teaching strategies.