Dialogue Teaching Of Junior English Under The Prospect Of Teacher Professional Development

The word dialogue has been existed for a long time, however, since our country started the new curriculum reform, dialogue teaching has begun to be understood by public. Because of the uniqueness and creativeness, comparing to the traditional teaching, dialogue teaching enjoys more and more focus and favor. As linguistic discipline, junior English emphasizes more on the harmonious relationship between teachers and students and the importance of negotiation. Combining with dialogue teaching makes the junior English ignite more sparks. Moreover, on the basis of enabling the students to complete learning the knowledge of English, it can also help to improve the command of English. However, at present, there are few researches concerning about dialogue teaching of junior English. Many theories are not specific and comprehensive, and the practice is also neither fish nor fowl. How to solve the problem of dialogue teaching of junior English, judging from combing the literature, there are many research results of dialogue teaching of junior English about pragmatic teaching, problems and strategies, teaching situation creation, teachers’ dialogue and so no. The reason is that we haven’t found an effective sticking point to complete the research. This article adopted literature review, questionnaire and class observation as the methods to conduct research analysis to the practice of dialogue teaching of junior English. By finding the problem and analyzing the reason, we intend to give some optimized strategy concerning about the teacher development and hope to solve the existed problems in dialogue teaching of junior English. Because the professional development of teacher can make them improve their inherent professionalism and conducive to real the dialogue teaching of junior English. This article has four parts.Part 1:Foreword. Elaborating the problem and its reason, literature review regarding the dialogue teaching as well as English dialogue teaching, the aim and significance of this research, the adopted research methods and the analyze of core concept.Part 2:Analyzing the current problem existed in the dialogue teaching of junior English and its reason. Adopting the questionnaire and class observation to find the problem in the practice of English dialogue teaching, for example, teacher emphasized to much on the formative target and ignored the basic target of dialogue teaching, the teaching in the classroom is not profound and attractive enough. And analyze the problems mentioned above.Part 3:By in-depth and analysis of Piaget’s constructive theory, Habermas’s theory of communicative action, Martin Buber’s dialogue philosophy, linguistics and the stage theory of teacher’s professional development, finding the relationship of the Dialogue teaching of junior English and teacher professional development. Make sure the meaning, the basic characteristics and the significance of dialogue teaching of junior English under the prospect of teacher professional development.Part 4:Construction, the optimized strategy of Dialogue teaching of junior English under the prospect of teacher professional development. Constructing specific optimized strategy for Dialogue teaching of junior English under the prospect of teacher professional development, by linking theory with practice, this paper intend to give some proposal to promote the development of Dialogue teaching of junior English.