Research On The Dialogue Type Reading Teaching Of Classical Chinese In Middle School

As a classical styling of the written language text, unified articles, literature and culture, is an important cultural and historical heritage of Chinese carriers, which can pivot cultural mentality of the Chinese nation, aesthetic taste, ways of thinking and values. Selected high school textbooks of classical Chinese language teaching materials accounted for half of the total high school text, and the text quality and beauty are all the beauty of the text. However, the current status of secondary school teaching classical reading is worrying, there are many diseases. With the start of high school language curriculum reform and educational reform, promote and deepen "dialogue teaching" concept is becoming a hot spot in the field of language teaching and the focus of attention, language teaching to promote the concept of dialogue ideological language teaching, practical strategies, evaluation methods occurred significant changes. In the context of the new curriculum reform, teaching reading classical high school must adapt to new trends in curriculum development, and actively absorb and learn from the outstanding achievements of the new curriculum,the "dialogue teaching" concept with a combination of high school teaching classical reading, thus achieving high school Classical reading teaching concepts and paradigms change.From the "Dialogue" perspective, the Western philosophy of social science theory and middle school teaching classical reading about dialogue and dialogue teaching combined research teaching practices. This paper is divided into six sections:Introduction section introduces the background dialogue teaching and research, and then comb, examining the present situation of dialogue teaching and research,explains the importance of dialogue teaching.The first chapter focuses on the important value of classical high school teaching,teaching status quo and change the trend of teaching methods, specifically classical high school "dialogic reading teaching" is the traditional "reading teaching monologue" deconstruction and reconstruction.The second chapter focuses on the basic connotation of dialogue teaching, basic features, as well as the basic requirements of basic types, pointed dialogue teaching is a new teaching philosophy, teaching forms and teaching pursuits.The third chapter is under the guidance of the theory of dialogue, a dialogue to clarify classical high school reading teaching point to the knowledge, ability and emotional design three-dimensional object, and the specific combination of secondary school teaching classical case discusses the types of conversation topic, select the topic and the topic of the principles of choice manner.Classical High School chapter by analyzing the case to illustrate the practice of teaching reading strategies classical dialogue reading teaching. First, the traditionalteaching of reading the text to explain the shortcomings of teacher-led, student-made practical strategies for dialogue, including read of experience and imagination padding. Secondly, the rules discussed in dialogue with otherness, and stimulated interest from the topic, create an atmosphere, listen to guide the construction of three instructional strategies teachers and dialogue, settings from the student body, the topic of conversation to guide the construction of the three aspects of life and dialogue guidance strategy.Zhang Dai’s fifth chapter, "pavilion to see snow," a text, for example, under the guidance of teaching philosophy of dialogue, a dialogue with the text describes the direction of teachers, content and value. On the basis of the depth of interpretation of the text of the "pavilion to see snow," a text "dialogue structure" of instructional design and teaching reflection.In this paper, the focus is not on dialogue and dialogue to explore the depth of educational theory, but rather focus on analyzing and interpreting the specific teaching cases, and to explore the classical teaching conversational practice reading strategies through language teaching practice in a real case.