Dialogue Theory In The Chinese Reading Teaching In Middle School

The reading instruction is one of the most import parts in theChinese teaching. This topic is practiced everyday, however, there arestill quite a few education problems and we need to take moreconcerns. A new learning pattern is raised in the second stage of theCurricula Innovation that students should be the main constituent of theeducation process. It motivates our teachers to introspection thetraditional reading instruction. The old indoctrinating education is notsuitable for the needs of Chinese education in recent days. Weshouldn’t only focus on students’ examination scores and use a modeof standard answer as the old ages. The procedure and method shouldbe the important aspects to be taken in today’s reading education.While in the same time, we also need using conversation tocommunicate among teachers, students and textbooks. The article istrying to use the dialog theory to explain the reading instruction andlearn widely from others advantages. On the basis of the researchresults of the previous, discussed the possibility and necessity tocombine the dialog theory and reading instruction. From more practiceangle to think about reading education, summarize experience, andanalyze mistakes discover new direction of the development and guidethe daily reading instruction.The whole thesis can be divided into four chapters. The first chapteris about the origin and the development of the dialogue theory. Theemphasis of the first chapter is on the development history of thedialogue theory, the discussion on the thoughts of representatives indifferent period and the analysis on the influence of these thought. Theintroduction of the dialogue theory s based on the dialogue theory itselfand it analyses the main ideas of the representatives. The secondchapter mainly introduces the dialogue properties of the Chinese education. Kellenberger once said: Teaching itself is different kinds ofdialogue, with the property of dialogue. What is a ideal teaching?Dialogue is one of the non-negligible substantive characteristics. Thesecond chapter talks about the conversational property of the Chineseeducation through teaching aims, teaching contents and teachingprocedures. The third chapter mainly discussed the implementationand development of the reality education. In this chapter, the readingeducation integrated with dialogue theory are raised and the essentialof the reading education. The fourth chapter is the most importantchapter of the thesis. It’s a discovery to the modern readingconversational mode combined with working practice. In this chapter,it first introduces the wrong region of the present conversationaleducation, and the way to walk out of the wrong region so that readingeducation can go on wll.The following part combined practical education cases analyzesdifferent kinds of conversation, which leads to the instructionalevaluation of the conversational mode.Due to the history of the combination between dialog theory andreading education is not very long, there must be various potentialproblems. It is worth for us making further discovery and consideration inthe future education practical activities.The combination of dialogue theory is not very long. There still existsome kinds of problems: due to differences of rites and habits in thedialog, the accuracy of the expression in the dialog is not easy to reach.What is more, in the current age, most students are the only child, so itwill also cause misreading in the dialog that everyone will considerhimself as the center in the thinking pattern. All these problems areworth more investigating and thinking in the teaching activities. Thisarticle only discussed the dialog theory in the reading education. TheChinese teaching covers a wide range. The dialog theory can be researched in the Classic Chinese and writing education. In addition,the thesis mainly discussed the dialog between teacher and students,between textbooks, between students. In the future, we can alsoinvestigate more from the self dialog angle.