On The Teaching Practice And Its Effectiveness Of Chinese Dialogue In Senior Middle School

Dialogue teaching in Chinese class is a new kind of Chinese teaching pattern aiming to satisfy students’ all-round development, teachers’ professional growth and the subject’s development requirements. As a subject with rich humanistic thoughts,Chinese is integrated with a large amount of dialogues among different main bodies:dialogues between teachers and students in the same space-time continuum, and dialogues between main bodies and texts in different space-time continuums. The dialogue teaching in Chinese class can make teachers and students communicate and exchange effectively around the texts, so that the goals of Chinese teaching can be achieved better, and teachers and students can enhance their Chinese ability and accomplishment in equal and democratic, interactive and symbiotic, open and multiple class dialogues.On the basis of dialogue teaching theory, this paper takes the Chinese teaching practices as the starting point and teaching cases as the entry point, to conduct a comprehensive exploration on class practices of dialogue teaching. It expects to find main problems existing in dialogue teaching through analysis of specific practices and a series of cases and then to propose improvement methods, so as to promote the effective implementation of class dialogues in high school Chinese teaching, improve the efficiency of Chinese teaching, cultivate students’ thinking ability, language expression ability, cooperation and exploration ability.This paper gives a rough introduction of the purpose and significance of dialogue teaching research in the introduction part; then in the first chapter, the author focuses on the analysis of connotation, characteristics and types of dialogue teaching; in chapter two, the author makes a general introduction of the practice way and process of dialogue teaching, then explores the misunderstandings existing in dialogues between teachers and students, and seeks for the root causes; the third chapter is the main part of this paper, in which the author makes reflections based on the specific teaching practices and also detailed analysis of the specific teaching cases is conducted; in the last chapter, the author puts forward the strategies and principles of efficient dialogue teaching, expecting to provide some references for front-line teachers.