Misunderstanding In Chinese Dialogue Teaching And The Solutions

Dialogue teaching method is a response of the zeitgeist in education. It significantly replaces the conventional"monologue teaching method"and builds a new Chinese teaching procedure. However, with the increasing application, more questions in dialogue teaching have occurred, which has drawn the attention of a host of experts. The current research mainly targets teaching theories and those on teaching practices are neither systematic nor thorough. It has been the biggest challenge for the Chinese teachers to work out how to improve the new dialogue teaching, which is the original intention of the author. Based on previous research and the practice of the author, the thesis explores effective ways of dialogue teaching.The thesis mainly illustrates various misunderstandings of Chinese dialogue teaching in practices and analyzes the causes of misunderstandings, aiming to find out solutions.Part I, illustrates the misunderstandings of Chinese dialogue teaching:1.partial interpretation of"Dialogue Theory";2.Dislocation or lack of the dialogue subject; 3.the inequality between dialogue parts and the monopoly during dialogues.Part II, analyzes the causes of misunderstandings:1. teachers'and students'inadequate understanding of dialogue teaching theories ;2. the overcome of binary thinking way influenced by traditional philosophy ;3. misunderstanding of the authorities in education and inadequate attention on dialogue from teachers and students.Partâ…¢, puts forward solutions to the existing problems:1. more research on dialogue teaching theory to enable teachers to understand dialogue teaching thoroughly ;2.realization of the interchange of two parts in dialogue ; 3. developing the sense of equality in dialogue and communicating equally.This thesis is undoubtedly not a denial of dialogue teaching but an exploration of solutions to misunderstandings in this field, aiming to inspire Chinese teachers and develop Chinese teaching further.The thesis analyzes individual cases. The author collects data and information through classroom observations as well as talking with teachers and students and reads huge references to check her opinions from practice. Accordingly, it is a combination of practice and theory.