The Research Of English Teachers’ Practice Wisdom In The Implementation Of Dialogue Teaching

Since the introduction of English dialogue teaching came into our country, the classroom teachingbreeds a technology tendency, which makes the classroom dialogue "false","empty " and "rigid" andresults in superficial interaction between teachers and students. It is the lack of English teachers’ dialoguewisdom that led to the current dialogues between teachers and students in English class can’t be able tocontinue in a further way, and the participant enthusiasm of students will not be high, teaching creation isvery limited. The avocation of English teachers’ dialogue wisdom not only can makes the dialogue rich andimproves the students’ participation but also can promotes the innovation of language classroom, which areconducive to the students’ language acquisition.This study views the English teachers’ practical wisdom during the implementation of dialogueteaching as the main content; respectively from the aspects of English teachers’ dialogue wisdom’sconnotation and characteristics, value, reflection in the process of teaching and its generation. Thoughliterature data method and logic analysis method and other research methods and combing and analyzingthe related research at home and abroad,this study regards three excellent English teachers in the southeastcoastal city of China as the observation and interview objects, by way of case analysis to develop the study.The results are as follows: firstly, the characteristics of English teachers’ dialogue wisdom. That is,moral character, contextual sensitivity, reflection, and interactivity. Secondly, the embodiment of Englishteacher’s dialogue wisdom. Dialogue wisdom embodied in the three aspects of the art of questions, listeningto students, and the ability to respond. Questioning art embodies in teachers’ question consciousness,question itself and the source need to be true. Listening to students needs the teacher on the basis of theunderstanding students, listening process need patience to wait and deeply involving. Response ability isembodied in teachers’ attention to students’ unique sound, tolerance of student ideas, using imagination totalk with the students’ point of view. Meanwhile, in the cycling process of asking questions, listening andresponding, reflection in the action education wit of teachers are all needed. Thirdly, the generation ofEnglish teacher dialogue wisdom. To start with, the school culture of democracy is needed to be created.Then, the diversified teaching materials are needed to be designed, the last and most important is teachers’reflection, it includes individual reflection and collective reflection. Individual reflection is involved inEnglish dialogue teaching process, teachers can’t obsess with some dialogue methods, technologies orbeliefs. At the same time, teachers should reflect on dialogue relations and evaluations towards students inthe context of dialogue teaching. Collective reflection has the following requirements: firstly, payingattention to the function of model teachers; Secondly, the need to construct a communication platformwhich can let teachers reflect with each other; thirdly, the need to create a human environment which isconducive to teachers and education administrators to support with each other; fourthly, the need to changethe technical route of traditional mode of English teacher education.