Dialogic Reading Teaching Of High School Language Study

With dialogue times arrival, the spirit having dialogues arouses a heavy breathing in the education domain and the dialogue type teaching is becoming one, which, in the current educational reform, appears to display a brand-new education idea and a teaching way. This article, with the aid of the dialogue type teaching theory, is attempting to discuss the concrete utilization of the dialogue type teaching in high school language-reading teaching practice.Having read massive domestic and foreign dialogue theories related to literature material, under the more comprehensive understanding dialogue premise, tries hard to deduct the connotation of the dialogue type teaching. Through the diagnosis of the present situation of language-reading teaching in high school, the author tries to analyze the necessity and the feasibility of dialogue type reading teaching. During the course of research into the subject, combing and analyzing the main conditions of dialogue type reading teaching, the author attempts to analyze the feasibility of dialogue type reading teaching and seeks an efficient teaching strategy in class and the practical operating procedure, which, to some degree, has come into effect. Meanwhile, there are some lurking problems in the practice process that will be further researched.The conclusion studying mainly includes: First, dialogue type teaching is not only one kind of teaching way, also one kind of teaching consciousness or teaching spirit, including the dominance dialogue (interactive exchange, probes in cooperation) and the recessiveness dialogue(viewpoint fuses, rethinking and rebuilding). Second, the main strategies in the classroom are reading, questioning and answering, and discussing. Third, having deliberated, rethought profoundly, and refined in teaching practice course, the author has preliminarily built an effective teaching pattern in the classroom. Fourth, the author provides a superficial basis to appraising the teachers' and the students' performance in class. Fifth, after practice, the author has found that dialogue type teaching has promoted not only the change of teacher' s teaching concept, also the change of students' studying ways, therefore, causing the common development for the teachers and students.