On The Teaching Of "Deep Dialogue" In Senior High School Classical Chinese

Currently the following classical Chinese teaching status question: text with thetimes separated by a long, relatively obscure content and lack of practical value, thelanguage and the ideological content and social aspects of the student experience ofthe existence of deep gap, it allows students to learn classical lack of interest;emotional selected text content is relatively simple, mostly loyal and good will, thestudents positive character know relatively simple, you can not go deep thinkingperson complex and multi-faceted; in order to meet the needs of the college entranceexamination, the classical form of classroom teaching mostly conducted contenttranslation, Crosstalk, the lack of a direct and profound dialogue between studentsand text; textbooks comment too much detail, deprived of the rights of studentindependent reading to some extent; on some classroom teachers tried to reflect thespirit of the New Curriculum, not taught, despite student speech can not be effectivelyguided discussions and plain boring speech full of classroom chalk and talk into a fullhouse, said of the superficial, vague teaching of conversational state dialogue appears,making the classical classroom teaching difficult to achieve true dialogue.Classical"deep conversation" is relative to the superficial terms of dialogue, reflecting theintegration of the dialogue between the main horizon, spiritual encounter, exchangecollisions and emotional rational dialogue to subject each other "open mind" and"accept each other." Deep dialogue first asked teachers interpret the original characterof the text, and the text must first teacher dialogue, that study materials. Only a goodgrasp of the teaching, in order to qualify and student dialogue, in order to guidestudents into the classroom and textbook dialogue can and student exchanges;secondly, the so-called "deep dialogue" is to take care of this in the classical contextof a multi-level, multi-level, multi-dimensional classical text for deeperunderstanding, so as to achieve dialogue, including from the rich tradition of culturalcontext, subtle emotional context and contextual implication rich aestheticperspectives. When preparing the text of the full and deep dialogue, you can graduallyrealize the classroom has a general dialogue toward depth inspirational deep dialogue, of course, this process also includes the effective guidance of teachers and students toactively thinking, and even change the appropriate mechanisms to cope with examdetected.Meanwhile, according to the existing teaching experience and observe the manylessons show, the article also tries to select a few texts, for example, discusses severalclassroom model, in order to achieve better results in the dialogue, in order togradually achieve the classical classroom deep conversation.