Research On The Application Of Dialogue Teaching In Junior High School Chinese Reading Teaching

Reading teaching is an important part of Chinese teaching activities,which plays an important role in broadening students' vision and improving students' thinking realm.It is because of its important role in the play received extensive attention of the scholars and front-line teachers,but the current reading teaching effect is not ideal,teaching subject "subject consciousness","dialogue" teaching mode,text reading "to life",the teaching process of "formal" phenomenon appeared frequently,leading to low efficiency in reading teaching.The teaching of reading needs to attract the attention of the educational circle and more people should devote themselves to the research of reading teaching.As a different educational concept from traditional teaching,dialogue teaching can inject new vitality into Chinese teaching.Dialogue teaching systematically reveals the relationship between dialogue and teaching(reading teaching),which provides a theoretical basis for the research of this thesis.The reason why the author chose the middle and middle school section is that the primary school students have less knowledge reserve and weak dialogue ability.High school students are under great pressure to enter school,and the possibility of time and space for dialogue is relatively small.Junior high school students are in the transitional stage.Their curiosity and thirst for knowledge are strong,and their dialogue ability has been developed to a certain extent.Compared with other classes,the possibility of dialogue is easier to develop.Therefore,this paper,from the perspective of dialogue teaching,re-examines the current Chinese reading teaching in junior middle school,tries to systematically discuss the views of teachers and students,teaching views and specific teaching strategies in reading teaching,hoping to provide effective ideas for changing the current situation of reading teaching.This chapter is divided into four chapters altogether.The introduction part introduces the research origin,research significance,literature review and research methods.The first chapter introduces the overview of the theory of dialogue teaching,including the theoretical basis and connotation of dialogue teaching.The first part of the second chapter introduces the suitability analysis of the introduction of dialogue teaching into Chinese reading teaching.It introduces the relationship between dialogue and reading teaching from three aspects: reading is dialogue,the uncertainty of text meaning provides conditions for dialogue,and the fuzziness of Chinese language determines the inevitability of dialogue.The second part analyzes the specific problems in the absence of "dialogue" in reading teaching.The third part introduces the value of dialogue teaching in Chinese reading teaching.The third chapter introduces the application strategies of dialogue teaching in reading teaching,including setting the teaching goal of "subject dialogue",choosing the teaching method of co-participatory dialogue,paying attention to the process of generating and presetting dialogue,creating a democratic and equal dialogue environment and improving strategies of teaching evaluation.The fourth chapter uses the action research method to apply dialogue teaching to the reading teaching of Peach Blossom Spring,and reflects on the feasibility and improvement strategies of dialogue teaching in the concrete practice.There are many researches on improving reading teaching by combining reading teaching with a certain theory.The author combines reading teaching with dialogue teaching,hoping to explore the improvement strategies of reading teaching from the perspective of the nature of reading,so as to provide strategic reference for front-line Chinese teachers.The author thinks that in the process of Chinese reading teaching,teachers should consciously use "dialogue" to carry out teaching design.Teachers should define their own roles,break the authority of teachers,establish a democratic and equal teacher-student relationship with students,help students establish dialogue awareness and ability,pay attention to the generative and creative nature of the dialogue process,and complete the construction of text meaning by teachers and students in a dialogue way.