The Dialogue Teaching Research In The Process Of Text Reading

With the foundation education course reformed smoothly,"dialogue" as a time spirit gradually penetrated into Chinese teaching, and connected with the Chinese teaching. In the teaching of Chinese, comprehension teaching became a means to make students knowing the world, acquiring knowledge, a substitution and Bridges as students’life and emotion experience, a springboard for developing students’ intelligence, educating students’creative thinking, undoubtedly is the fulcrum of the whole Chinese teaching.The new curriculum on the basis of paying attention to the students’ individual development, proposed the concept of text comprehension, which in Chinese comprehension teaching is respecting individual experience, emphasizing multiple dialogue between the subjects, making readers as the center of text comprehension. Text comprehension as Chinese education in foundation education becomes a problem which is payed close attention. But it is still a problem that how to make the new "dialogue teaching" concept into specific teaching behavior.This paper reviewed concept changes in the text comprehension and rethink profoundly its realistic situation, and on this basis, introduced dialogue teaching which is a new theory and linked with text comprehension, explored a developmental and reproduced Chinese classroom where a harmonious dialogue between teachers and students, and between students and students, teaching benefits teachers as well as students, making recessive dialogue to explicit representation, could occur. Based on this, the paper focused on the existing problems in realizing this goal and researched related subject in the process. The specific operation mechanism of dialogue teaching, is the ultimate purpose this paper.To realize the ideal Chinese teaching, it needs multiple dialogue process in text comprehension. So, by means of analyzing and investigating the relationship, differences and operation modes between students, teachers, the textbook editors, the text and the text author, to find out several the most key factors and find balance to grasp the "degree" in dialogue, that is, to find the best point of intersubjectiveness well and truly in multiple subject which constructed the "dialogue field", then to give full play to the value of "dialogue" to achieve the best effect of Chinese dialogue teaching. These are the key way to realize the ideal Chinese teaching.In consideration of above, firstly this paper explained dialogue teaching in text comprehension and presented analysis of the present situation, found out distinction between dialogue teaching and teaching dialogue to avoid practice deviation; and secondly, the paper summarized all kinds of mistakes through the case summary since the new curriculum reform in dialogue teaching in the process of text comprehension, and found out why based on the real performance; thirdly, the paper introduced Gadamer’s literary interpretation inter-subjective theory into the text comprehension. In the text interpretation process, after editor elected works to the teaching material, teachers began preparing lessons and students prepared lessons before class, then throughout the teaching process the teachers and students explained and experienced the text, after that a kind of intersubjectiveness was presented. This paper explored the intersubjectiveness in Chinese learning, discussed the subjectivity of the main body who participated in dialogue teaching in the process of text comprehension, and analyzed every link in dialogue teaching of the text comprehension; Finally, based on the above research found out measurable dialogue teaching specific performance and its realization strategies for ideal state in the text comprehension process, and expounded the specific operation method and conceptual problem needed to pay attention to. The goal of this paper is to promote teachers and students’ spirit developing, to contribute to students’ Chinese accomplishment, to improve the efficacy of Chinese comprehension teaching.