A Study Of Elementary Chinese Dialogue Teaching

Dialogue is the main communication method in people's daily life,and it has also attracted the attention of philosophy,sociology,linguistics and other disciplines.Dialogue teaching is thinking of pedagogy.Dialogue in education and teaching has gradually evolved from a simple teaching method to the spirit of education.The meaning of dialogue in the field of education is continuously deepening.Dialogue teaching expands the educational space with its interactive form,equality and openness,touches the other world with its own world,and seeks the fusion of two or more parties.The primary school Chinese curriculum standards clearly set forth the requirements for dialogue.Many teachers responded actively to the requirements and focused on the dialogue experience in the classroom,but some classes still have stubborn discourse power.This study takes the phenomenon of primary school Chinese dialogue teaching as a research problem.From the perspective of the multiple relationships of dialogue subjects,the game behavior of the dialogue process,and the degree of understanding of dialogue teaching,the research methods of literature research,participatory observation,and open interviews are tried to clarify.The inherent meaning of dialogue teaching,re-examine the current situation of primary school Chinese classroom teaching with the theory of dialogue teaching.In addition,it enriches the theory of dialogue teaching in elementary school with realistic classroom teaching materials,listens to the true voice of children,reflects on the current educational dilemma and regains the authenticity of dialogue teaching.There are four parts in this article.The first part is mainly to review the existing literature,to interpret the origin of Chinese dialogue teaching in primary schools,and to position the dialogue teaching in this study on this basis.The second part presents and analyzes the realistic picture of dialogue teaching in elementary school Chinese classrooms.It presents the multiple relationships of dialogue teaching from four levels:the expression difference of teacher-student dialogue,the trial of dialogue teaching between students and students,and the ways of text and lack of dialogue with the world.Examining the behavior of dialogue teaching games focuses on the difference between formal games and comprehensible games,and exploring the degree of understanding of dialogue teaching between teachers and students,it is found that there are two phenomena that regard knowledge understanding as tasks,dialogue and separation of spirit.The third part analyzes the reasons behind the distortion of dialogue teaching from the two dimensions of teacher-student external relationship and teacher-student internal idea,which mainly include:the speech performance of teacher's institutionalized power,the self-sacrifice of student's speech right,and the idea of teacher-student internal equality Deficiencies and distortions in the value orientation of teaching.Based on the above three parts,the last part proposes thinking and inspiration.One is the reasonable existence of the primary school Chinese teachers' right to speak.This is due to the inequalities of knowledge levels of teachers and students and the lack of dialogue ability of students.The second is thinking about the future vision of Chinese dialogue teaching in elementary schools.It is expected to move from "lost subject" to"multiple relationships" to expand educational space;from "formal game" to "dialogue game",to taste learning pleasure;from "knowledge understanding" to " "Mental understanding",listening to children's voices.