On Dialogue Teaching-in The Horizon Of Hermeneutics

Since the basic education curriculum reform was started at the beginning of the new century in our country, the theory of dialogue teaching has existed for nearly 10 years. Nowadays, "dialogue teaching" has become an "old words" in pedagogical field. But in educational practice, many teachers continue to impose the "objective truth" on students by an elaborately-designed "pedagogical science". Even if there are communications between teacher and students in classrooms, the dominant mode is still the IRE mode, which means teacher's initiation, students'response and teacher's evaluation. The teacher has the privilege of presenting "truth" by monologue, and is unwilling to listen to students'voices, and ignore the students'"different-direction's words" which quite diverge from the teacher's thinking. As a result, there are student's words without voices in the communications between teacher and students. The IRE mode is regarded as dialogue teaching by many teachers, but it not only deprives the students of creativity, but also shelters the significance of their being.The purpose of the research is how to transform the "dialogue teaching without students'voices" into "dialogue teaching with students'voices". The key to the research is how the teacher has dialogue with the students'"different-direction' words". Philosophically speaking, the question which should be answered firstly is whether the teacher has the possibility of having dialogue with the students' "different-direction'words" or not. From the perspective of the epistemology, it is impossible for the teacher to have dialogue with the students'"different-direction' words", while in the horizon of hermeneutics, it is possible. Moreover, it is necessary for the wholeness of education from epistemology to hermeneutics. So the research will employ hermeneutics as the philosophical foundation, and I will carry on the research from the perspective of hermeneutics. Although the link between hermeneutics and education has existed from the Ancient Greece, the research on dialogue teaching in the horizon of hermeneutics started after 1970, because since the birth of the Gadamer's philosophical hermeneutics the idea of regarding text understanding as dialogue has been established. Although in recent years, the researches on dialogue teaching in the horizon of hermeneutics have increased gradually, after the review of the researches both at home and abroad, they don't focus on how to have dialogue with the students'"different-direction'words". Of course, classroom communication also includes student-student communication, which is mentioned in the dissertation, but isn't the focus. Generally speaking, the research includes two aspects:firstly, what characteristics, values and classroom forms does this kind of dialogue teaching possess? Secondly, how is this kind of dialogue teaching performed in practice?The dissertation can be divided into 5 chapters.In the first chapter, the research focuses on dialogue ideology in the horizon of hermeneutics from the macro and micro aspects. Firstly, it examines the dialogue concepts of different hermeneutics schools in history in order to explore their differences and similarities, and their controversies. Secondly, the research attaches great importance to dialogue concepts and their implications for teaching of four representative hermeneutics philosophers form the micro aspect.In the second chapter, it focuses on the ontology of dialogue teaching in the horizon of hermeneutics. Firstly, it does research on the typology of the dialogue teaching. The dialogue teaching in the horizon of hermeneutics is called new conversation dialogue teaching, which on the one hand is closely connected with the conversation dialogue teaching based on Gadamer's dialogue concept, but on the other hand is a little different from it. It does research on the meaning, characteristics, values and classroom practice forms of the new conversation dialogue teaching.In the both third and fourth chapters, it does research on the implementation of the new conversation dialogue teaching in practice. In the third chapter, it expounds how the teacher should have dialogue with the students'"different-direction's words", which needs the teacher's dialogue wisdom, that is to say, a kind of practical wisdom in the dialogue teaching. It focuses on the embodiment of the teacher's dialogue wisdom. Because the new conversation dialogue teaching claims the equality, relationality, reciprocity, the students also should have dialogue wisdom. In the fourth chapter, it focuses on the classroom dialogue environment-societas classroom. This kind of dialogue environment is necessary for the production of the students' "different-direction's words", which is the prerequisite for having dialogue with it.In the fifth chapter, it focuses on the reflection and improvement of the new conversation dialogue teaching. As a new kind of teaching form, although many teachers employ it consciously or unconsciously in practice, as a whole, it is rare in practice. I interviewed many teachers and asked them to tell me the problems they might encounter in the future. I have dialogue with these teachers'questions and put forward some measures for improvement. I sincerely expect the new conversation dialogue teaching to flower in practice.