Study On The Reading Instructional Design For Chinese Of Elementary Schools Base On Dialogue Theory

With the in-depth implementation of curriculum reform and the marriage with dialogue theory, the dialogue theory plays an important role in guiding the Chinese reading teaching as reading instructional design being the foundation and guarantee. Therefore, the educational researchers launched a series of studies for dialogue theory and reading teaching from theoretical and practical aspects. By making substantial achievements, however, the researchers rarely applied theories to guide the Chinese reading teaching, rarely specialized in reading instructional design and less rarely studied the Chinese reading teaching from the perspectives of instructional design.This thesis will analyze the current conditions of instructional design of reading for Chinese of elementary schools on the basis of literature analysis, classroom observations and interview investigations in the following three issues: existence of understanding deviations, mere formality of objectives, fragment and dispersion of contents, chasing for the forms of innovation deliberately, singleness of teaching evaluation design and more exploration of dialogue theory needed to guide reading instructional design.The thesis discusses the importance and urgency of dialogue theory for guiding instructional design of reading for Chinese of elementary schools in the three aspects below. From the nature of the dialogue theory, it guides teachers and students to dialogue and cooperate with democracies and equalities to foster the students to become active, created and rich of dialogue spirits. From the points of new curriculum standards, it emphasizes the importance of dialogue theory for guiding Chinese teaching repeatedly. From the practical requirements of class reading for Chinese in elementary schools, it promotes the class process to present dynamically and openly, and strive to help students show the prosperity and significance of life with teachers and students benefiting in equality mutually and cooperating commonly.The thesis explores the design concepts of dialogic instructional design of reading for Chinese of elementary schools: objective concepts of designing teaching for learners to foster the spirits and capabilities of dialogue, issue concepts of improving the awareness of issues to promote innovative thinking, process concepts of emphasizing equality and openness to encourage meaning construction, new teacher-student concepts of advocating equality and cooperation, approach concepts of attaching importance to cultivate awareness and capability of dialogue to promote students' development, evaluation concepts of stressing diversified standards, methods and value orientation and etc..Finally, presenting the basic concepts of dialogic instructional design of reading with the case of Observing Birds through the Window, the thesis expresses the sample construction to provide the references for instructional design for Chinese in elementary schools under the guidance of dialogic instructional design of reading.