| For a long time, the bottleneck question of preventing making a breakthrough in Chinese reading teaching process is regarding Chinese teaching as teacher's one-way transmission course as a result of the single thought casts of host and guest. Therefore, the Chinese reading teaching activity becomes demonstrating the dull and dreary monologue. The implementing of the New Courses Reform changes much in the problem mentioned above. However, being restricted by the traditional concepts and habitudes, the "change in form but not in content" still exists in the teaching in classroom—the important fields of the reform of new course. It can be said like a paper in the Newspaper of China Education as follows: "The course standard and the book are new but the content of the teaching in class is still old"; At the same time, because of not fully understanding of the new courses reform and the dialogue teaching method, some of the teachings in classroom present of seeming liveliness while virtually nothingness. As being a teacher of Chinese in junior high school for a long time, the author hopes to learn from the relative research on dialogue teaching to settle these problems. This paper will introduce the method of literatures and qualitative observation to discuss about the dialogue teaching of Chinese reading course and explore a new approach suitable for the Quality Education teaching in junior high school.This paper includes four parts.The first part is the summary of the Chinese dialogue-type reading teaching in junior high school. The background of the rise of dialogue-type reading teaching and its meaning, characteristics and theoretical foundation are introduced in order.The second part is the ways of the Chinese dialogue-type reading teaching in junior high school. The dialogue-type reading consists of five kinds of dialogue ways, i.e. dialogue of teacher and student, of student to student, to context, to editor and to oneself, through which to achieve the growth object of the knowledge and abilities, and the self construction and life development of students. These five ways are relatively blended and interactively influenced. I choose the classification method to give explanations for convenience.The third part is the implementing strategy of the Chinese dialogue-type reading teaching in junior high school. The aim of research is to use for practice. In this part, the strategies are divided into two parts of teaching and study, integrated with the practical teaching in the classroom while exploring the approaches of the Chinese dialogue-type reading teaching in junior high school.The fourth part is that we should avoid some kinds of mistakes when organizing the Chinese dialogue-type reading teaching. In this part, some of the symptoms which merely have the forms but misinterpret the context of dialogue in Chinese reading teaching are listed, analysed and corrected, through which to help the teachers and students avoid the mistakes of the dialogue-type reading teaching and be better for organizing Chinese dialogue-type reading teaching in junior high school. |
