Research On Reading Dialogue Teaching Of Wang Jun

,Youth Chinese" is the language teaching concept advocated by Mr.Wang Jun.In recent years,with the publication of Mr.Wang's related monographs,the launch of Chinese Wetlands,the creation of the official account of Wang Jun Youth Chinese Language Teachers' Studio,and the public welfare lectures of Youth This teaching concept is well known by more and more people,and more and more people have become followers of "Youth Chinese"."Youth Chinese" is mainly achieved through the three paths of spiritual reading,life writing,and passionate life.Among them,spiritual reading is a key step in the pursuit of youth Chinese,and the essence of spiritual reading is dialogue.This article cuts in from the perspective of dialogue and takes "Youth Chinese" reading teaching as the research object to explore strategies for middle school Chinese reading dialogue teaching.The main part of this article is divided into three chapters.The first chapter,under the care of the teaching concept of "Youth Chinese",summarizes the connotation and characteristics of Wang Jun's reading dialogue teaching.From the perspectives of teacher and text dialogue,dialogue with students and dialogue with self,the connotation and characteristics of Wang Jun's reading dialogue teaching are expounded.The second chapter mainly analyzes Wang Jun's reading dialogue teaching practice cases.The author divides the practice cases into three categories:single teaching case,group text teaching case,and whole book reading teaching case,and then researches on these three types of practice separately.The realization path of the reading dialogue in the case.The third chapter,based on the contents of the first two chapters,combined with the teaching characteristics of some members of the Youth Chinese Teachers' Studio,summarizes and refines the strategy of reading teaching in Chinese teaching from three aspects:teacher dialogue with text,dialogue with students,and self dialogue.At the same time,it also reflects on Wang Jun's reading dialogue teaching,and proposes that we should prevent and avoid the formal and pan-cultural issues that may arise in reading dialogue.