Practice And Exploration On The Construction Of Students-context Dialogue On Chinese Reading Teaching In Junior High School

The dialogue has not only become an era of philosophy, and is one of the objectives of thenew round of curriculum reform of basic education. But with the impact of traditional idea,China’s monologue teaching methods has made Chinese teaching eliminated the essence.Dialogue is the essence of reading and is one of the basic tasks of reading teaching. At thesame time, it is also the important contents of reading-teaching and the basic process.Therefore, the essence of Chinese reading-teaching in middle school should be"Students-context Dialogue". The mode of "Students-context Dialogue" includes multipleelements, such as participants (teachers and students and text), the basis of dialogue, topic,situation and target, in which dialogue is the core resource. Students show the meaning of lifethrough dialogue and the teacher plays multiple roles in the dialogue. Under the support ofother elements, These factors promote the dialogue effective and real. The mode of"Students-context Dialogue" can be divided into three independent stages according to the timesequence: the text pre-reading stage, continued-reading and text-rewriting. The pre-readingstage is premise of continued-reading stage. The continued-reading is the basic of rewritingstage. Text rewriting is one of the ultimate goal of reading-teaching.According to the theory of "Students-context Dialogue", through the inspection on theteaching of reading, we found that the” dialogue-reading-teaching” in some schools paperedalienation phenomenon of dialogue relations caused by the teachers’subjectivity loss. The topicis not rigorous in preset text caused the understanding the lack of personalized. Some teachersabuse or misuse discussion and even distorted the text. Others use the teaching mediaunreasonably. The reason for this phenomenon is that the utilitarian teaching idea eliminates theconsciousness of teacher-student dialogue. The teaching system crimps the space of the"Students-context Dialogue". Teaching wisdom of teachers’ and teaching condition limits thespace of expanding dialogue.We must reflect on the traditional reading-teaching mode and effectively build the dialogueteaching model in teaching practice to carry out the teaching model of the "Students-contextDialogue". At the macro level, we need to strengthen the idea and system reform, such asupdating the concept, eliminating the psychological barriers of Teachers. We must reform the teaching evaluation method to eliminate the system obstacles of the "Students-contextDialogue" and encourage the practice to overcome the behavior obstacles of teachers. Teachersmust strengthen knowledge and cultural accumulation to eliminate the ability obstacles. At themicro level, we need to strengthen the teachers’ skills in the teaching of Oimoto dialogue, suchas creating the experience atmosphere of students, strengthening the regulation and controltechniques of student-text dialogue process to promote the integration of the horizon,cultivating students’ initiative in the process of dialogue, elaborately designing topic andgrasping the process of dialogue, paying attention to all students and maintaining the process ofdialogue effectively, mining life value and realizing the effective dialogue, making full use ofresources to carry out diversification dialogues.However, any research can not be endless, because the problems appear constantly withthe practice and there are some problems is not a short period of time can be completelyresolved. We only hope to constantly deepen in the future practice. We should continue toabsorb the new teaching theory, innovation and close to perfect constantly.