High School Chinese Reading Teaching Practice And Reflection On Dialogue

Based on modern teaching philosophy,<Chinese Language Course Standard>clarifies that the teaching of reading comprehension is a process of dialogue among students, teachers and text. In other words, the relationship among students, teachers and text is in a form of dialogical net during the teaching activity. The teaching of reading comprehension is not just a process of verbal communication but a combining process of viewpoints, interchange of mind, collision of thinking and spiritual interaction among the roles. Therefore, the teaching of reading comprehension is by no means just a process of dismemberment and interpretation. Instead, it is a knowledge-receiving based model leading to dialogue between language and meaning of life, which makes teacher and students acquire fusion of horizon to find brand new meanings of life and to arouse life growth. The dialogue theory contributes to class vitality, making the course exuberant. As a result, student's subject consciousness is aroused and ability of communication is developed. However in the practice process, the theory was deformed and became ineffective sometimes. Thus language educational circle have different opinions towards it. This paper investigates the theory from the standpoint of teacher by means of practices and profound consideration to enrich and develop this "big tree". Thereby, make it more acceptant by, and help teachers and students to make progress together by adopting it. This paper investigates the theory from four parts. Part one deals with the basis of the theory on how it was came up with and its significance. Part two goes over the theoretical system and builds a combination frame of theory and educational practice. Part three summarizes the main problems existed in current educational practice and analyze the causes deeply. Part four discusses some efficient strategies to implement the theory.