Research Of Teacher’s Common Deviance And Corrective Measure In Dialogue Type Reading Teaching

The theory of dialogue is a call of the zeitgeist in education. Applied in Chinese reading teaching, it significantly replaces the conventional "monologue reading teaching" and a new Chinese teaching procedure after the new curriculum reform. However, with the increasing application, more questions in dialogue type reading teaching have occurred, which have drawn the attention of experts and teachers. Some researches focus on the characteristics, types and model construction. Their authors are experts from college studied in theoretical analysis and weak in practice. Other researches which are from the experience of school teachers are not systematic and cannot be spread. These reasons are the original intention of the author.So with reading huge references, the author establishes the breakthrough of the thesis based on previous research. Then the author analyzes individual cases, collects data and information through classroom observations and videos to formalise her opinions.The thesis focuses on the teacher’s common deviance in dialogue type reading teaching and how to solve the problem. Firstly it mainly illustrates the concept, origin and significance which theoretically defines that the dialogue type reading teaching is to promote open-minded communication among the teacher, the student and the text. Then according to deviance appeared in teaching practice, the thesis describes the possible consequences:first, it’s difficult for dialogue teaching to carry out; second, the student’s independence is bounded; third, it will stifle innovation. After attributive analysis it shows the corrections and solutions including the dialogue between teacher and the editor, the text, the student as well as how to create dialogue environment. To concluded, whether the dialogue type reading teaching is successful lies not only in student’s active practice but also in teacher’s right cognition about his own role.