Research On The Practical Strategies Of Conversational Teaching Of Chinese Reading In Junior High School

Reading teaching has always been the top priority of the Chinese classroom.How to make more effective use of the teaching value of this link of reading teaching is a hot issue that is constantly being explored and discussed in the education circle.The emergence of the word "dialogue" introduces this hot issue into the discussion of the concept and relationship between dialogue theory and reading dialogue teaching.The "Compulsory Education Chinese Curriculum Standard(2001 Edition)"(hereinafter referred to as the "New Curriculum Standard")repeatedly mentioned that practical classrooms should pay attention to dialogue teaching,and emphasized that Chinese teachers should cultivate students’ literacy in all aspects and focus on improving students in reading classrooms.Thinking ability.How to make better use of the actual value of dialogue teaching of Chinese reading in junior high schools has become a new challenge for teachers.The new round of curriculum reform requires teachers to not only pay attention to the dialogue teaching model,but also deepen their understanding and understanding of dialogue theory,and through the combination of theory and practice,sum up teaching experience,so that the dialogue teaching of reading can truly help students’ personality The educational value of intelligent reading and independent learning.This article will combine the dialogue theory with practical examples of dialogue teaching in the classroom,study the errors in the practice of Chinese reading dialogue teaching,and summarize the problems existing in the current Chinese reading dialogue teaching activities through investigation and analysis.According to different situations,At the same time,we draw lessons from the experience of previous studies and comprehensively design more effective teaching strategies.The first part is a questionnaire survey on the status quo of dialogue teaching of Chinese reading in junior high schools.In order to more intuitively observe the dialogue teaching problems that exist in the current junior high school Chinese reading practice classroom,this chapter investigates the teachers’ dialogue teaching concepts,students’ dialogue awareness,and the psychological tendency of teachers and students to dialogue classrooms,and the data obtained from the survey.To summarize and organize.The second part is a questionnaire survey on the status quo of dialogue teaching of Chinese reading in junior high schools.In order to more intuitively observe the dialogue teaching problems that exist in the current junior high school Chinese reading practice classroom,this chapter investigates the teachers’ dialogue teaching concepts,students’ dialogue awareness,and the psychological tendency of teachers and students to dialogue classrooms,and the data obtained from the survey.To summarize and organize.The third part analyzes the problems behind the data and explores the root causes of the problems.The dialogue teaching of Chinese reading in junior high schools mainly has problems such as "empty dialogue","shallow dialogue" and "fake dialogue".The source of the problem is mainly that the positioning of the "dialogue role" in the dialogue classroom is not clear enough;the quality of the "dialogue problem" designed by the teacher is not clear.Good;the dialogue among teachers,students,and students is not adequately prepared,etc.Aiming at the problems in the dialogue teaching of Chinese reading in junior high schools,corresponding solutions are proposed: clarify the role of the teacher’s guide,clarify the role of the student in the classroom,clarify the position of the text center;presuppose valuable problems,and grasp the random generation problems in the classroom,Improve the quality of dialogue problems;optimize the evaluation of reading dialogue teaching by building a diversified and orderly evaluation platform,conducting formative evaluation,and using motivational evaluation language.