The Research Of High School Chinese Reading Teaching Dialogue

Dialogue is a philosophical proposition, since the ninety’s of last century was introduced into language teaching, has been in the process of integration with the Chinese teaching in the development of suitable for language teaching in our country. Write down the dialogue into the new curriculum, demonstrates the great effect of the roots and development of Chinese teaching in china. The implementation of the new curriculum reform has been more than ten years, but in the high school language dialogue reading teaching, still appear many pseudo dialogue, one reason is the new curriculum on the explanation is too abstract, two teachers theoretical knowledge of line three is not enough, lack of experience of teachers in teaching theory support on the basis of. In this paper, unlike the past, many papers on the study of senior high school Chinese dialogue type reading teaching, but from the essence of reading teaching, to explore why the dialogue was introduced into Chinese teaching and was written into the new curriculum, in order to benefit the teaching of Chinese reading.Through the analysis and research of education at home and abroad to understand the dialogue, "dialogue" with the subjective, objective and the carrier of the three conditions, then expounds the understanding of Chinese dialogue teaching in the process of reading is the dialogue:purposes, should have the growth; the main dialogue (students), should be constructive on the dialogue between the two sides; (Shi Sheng), is a process of two-way interaction. The essence of reading teaching is a dialogue practice, reflected in the high school language reading teaching connotation, it is not only the multidimensional and interactive elements in the process of teaching, and the reader and the text (teachers and students) fusion of horizons, more students. The theory of dialogue in reading teaching dialogue theory and rooted in the Chinese language teaching, and the learning theory of constructivism and the theory of reception aesthetics as the theoretical support.Pseudo dialogue forms, starting from the behavior of teachers and students, and on the basis of the teachers, students and the text dialogue four heavy launch, pseudo dialogue teacher behavior segmentation (lack of meaningful dialogue with the teacher questioning and dialogue between teachers and students), pseudo dialogue and students (multiple interpretation of life in this dialogue, a group discussion of the student student dialogue). According to pseudo dialogue discussed the practice of true dialogue Chinese Reading Teaching in senior high school classroom. Division of the dialogue from the interpretation of text, reasonable presupposition and generation of the topic of the dialogue, the dialogue between teachers and students can be raised real questions, from the problems of optimization design to abandon the false. In the dialogue, teachers "knowledge of students, for students to absorb the righting" of "crooked crooked will just". For conversations between students, teachers should inspire students to exchange and collision of different thoughts in the light of its general trend, at the same time, further questions.The main problems of "dialogue teaching" of senior high school Chinese reading, teachers should encourage students to ask questions, to teach students how to dialogue, to truly improve the dialogue ability and level of the teachers, the most fundamental is to improve the professional quality of teachers.