| With the publishment of The Program of Reform on Elementary Education and the curriculum criterion of full-time compulsory education and Chinese of senior middle school in succession, the reform on language curriculum enter a new stage with the emergence ofmany new views, which the dialogue is one of focal points. Rethinking the traditional teaching of reading, there are kinds of shortcomings such as instilment, formulization and singleness are not adjusting to the changes. Therefore, this dissertation introduces the dialogue into the reading teaching, by which intending to restrain the teacher's behaviors, to enhance the position of student as the subject.The first part of thesis reviews the historical origins about teaching of dialogue. From Confucius "Enlightening Teaching" to the Socrates Dialogue; from xenia to the school regulations formulated by college in Song Dynasty, were all permeated with idea of dialogue of teaching. From then, the connotation of dialogue was expounded from different fields and different angels in the theories written by Martin Bopper, Habeas, Bahrain and Davy Bern. This thesis is the result which combining the cream from these valuable thoughts with certain innovation.The second part rethinks the necessity and possibility of the dialogue of reading in the thesis. The traditional "monologue" teaching of reading actually is an unequal dialogue under the hegemony of the knowledge and the teacher's speech, but it is beneficial to change this situation through the characteristics of subjectivity, diversification, originality, and communication which are pregnant in the dialogue of teaching of reading. The comprehension and dialogue are the key words in philosophical hermeneutics. The comprehension is the basic aim of literature reading. The possibility of dialogue can be provided by the prejudice and differences towards the comprehension between teacher and student. The multifold dialogue will not realize until the understanding between teacher and... |
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