On Dialogical Teaching

It is the basic direction for the teaching reform in our country to adopt dialogue with spurning monologue and inculcation. In recent years, great achievements has been obtained in the utilization of multidisciplinary discourse to interpret teaching phenomena in the research field of dialogical teaching, which has an important influence on the development of theoretical research and practice in teaching. In this study, I adopt ecological principles and methods, documentary analysis, field observation and descriptive research to study dialogical teaching in hopes of obtaining a new knowledge of it.With the deepening and development of the curriculum reform in basic education, dialogical teaching has started to deviate from its original guideline both in theoretical research and teaching practices. Various problems has emerged in this field. In the ecological perspective, there are four problems in the field of theoretical research: tendency of appearance-spirit separation; simplification of the research angle; college-oriented tendency; tendency of universalization. The problems existing in the practice exploration include separation among teaching subjects, the static teaching content, the mechanical teaching methods and the enclosed teaching environment.In response to the sticking point in theoretical study and practice, It is the basic point for me to re-examine and reflect deeply on the concept of dialogue teaching and what exactly the practice is like based on ecological perspective. In the perspective of ecology, dialogical teaching is a special ecosystem. The system of dialogical teaching is characterized by integrity, openness, dynamic balance, diversity and generation. In the perspective of ecology, this study reinterprets dialogical teaching in seven aspects, namely teaching objective, contents, methods, process, evaluation, environment, teacher and student’s relationship, in order to emphasize the ecological feature of dialogical teaching and promote the formation of dialogical teaching view.Under the direction of the dialogical teaching in the ecological perspective, this study presents three practical models:open dialogue, differential dialogue and symbiotic dialogue, based on the practical cases of dialogical teaching. It is the author’s expectation that this study will make contribution to the development of theoretical research and classroom teaching.