On Dialogue-Teaching In College English Teaching

In traditional college English teaching, the class is guided by teacher's status and authoritativeness in knowledge while students are unconfident due to their shortage in knowledge and passive position. The key to solve this problem lies in the democratic and dialogue spirits between the teacher and the students.The writer stands for using dialogue spirits in teaching, which is called dialogue-teaching. Dialogue-teaching refers to teaching reflects dialogue spirits and should regard dialogue as its principle. In this real context, both teacher and students have individual and integrated characteristics. They respect and believe each other and be equal. Dialogue-teaching is a kind of teaching aims for seeking individualize and humanization.This paper tries to explore several factors of this topic: the theory basis, connotation, characteristics, and prerequisite of its implementation, principles and strategies. With this spirits and so many theories in mind, the writer gives class for test for one year. In order to check out the effect, the writer gives a lecture. The class is observed and recorded by five teachers as the observers. They are asked to record each data and information according to the form. This is a natural class and can be regarded as a normal class. After analysis, the writer appraises the effect of dialogue-teaching method in college English teaching, summarizes experience and defects and gives suggestions with the hope of helping college English teaching afterwards.Excepting the foreword, this paper has six parts. It includes part one: Literature Review; parte two: the theories basis for dialogue-teaching in college English teaching; part three: connotation, characteristics and prerequisite of its implementation; part four: principles and part five: strategies of implementation; part six: analysis.This paper points out that teaching full of absolute equal and democracy is hard to be achieved. Firstly, it is difficult to have equalization between teacher and students; secondly, sometimes, dialogues between teacher and students turn to be one-to-one conversations, thus other students aren't involved in the conversation, but when students talk to each other, they seem to be more active; thirdly, real dialogue-teaching refers to it's equal spirit and ways in teaching, it does mean what a teacher gives in teaching; lastly, individualized teaching modes still need to be developed.