Research On The Teaching Of Philosophical Prose In High School From The Perspective Of Multiple Dialogues

This thesis looks at high school philosophy prose teaching from multi-dialogue perspective(including ‘reading dialogue' and ‘teaching dialogue').First,the introduction part gives an overview of the present research on dialogue teaching theory,reading dialogue theory and philosophy prose teaching and the present situation of teaching philosophy prose with dialogue theory to clarify the basic connotation of multi-dialogue and philosophy prose and the correlation between multi-dialogue theory and philosophy prose teaching.Based on this,the author finds out several existing problems,using questionnaires,interviews and case study,that is,difficulty in revealing the implicit dialogues,conflicts between multiple interpretations and barriers to multi-interpretation,imbalance between appreciation and literacy,false conversational prosperity,dialogues ending with class and etc.From the survey results,this thesis analyses the causes of the teaching difficulty of philosophy prose on the part of teachers and students respectively,revealing that on the teachers' part,the reasons lie with the restriction of dialogue direction,failure to take into account individual reading experience and the cultivation of thinking ability.On the students' part,the reasons lie with the inequality of dialogue participants and uneven distribution of dialogue resources,and lack of norm in dialogue style.Aiming at the above teaching dilemma and its causes,this thesis puts forward philosophy prose teaching strategies from the dialogue between readers(teachers and students)and the author,readers and the textbook compiler,teachers and students,students and students,and students and their inner selves to accomplish the unity of appreciation and literacy in teaching.