A Study On The Status And Strategies Of Chinese Classroom Dialogue Teaching In Senior Grade Of Primary School

Dialogue is becoming the times spirit and existence state in today’s society. Dialogue teaching is established based on the essence of dialogue theory at home and abroad and it is the creative application of dialogue theory in the education field, which also meets the demand of new curriculum reform in China. As a new education perception, dialogue teaching has already become the hotspot for Chinese scholars and some achievements have been achieved. However, the current researches on the dialogue teaching only focus on the theory aspect and seldom on the qualitative aspect from a practical level combining with the specific disciplines.Firstly, this study defines several core concepts based on extensive literature review: dialogue, dialogue teaching, elementary school dialogue teaching in senior grades, essential elements of dialogue teaching.Secondly, this study adopts the qualitative research method based on the relationship theory of Martin Buber, constructivism learning theory and post-modern curriculum theory. The author chooses the A primary school in Wuxi city as the research object for dialogue teaching research. Questionnaires, interviews and classroom observation are used to conduct the survey in fifth and sixth grades from the following five aspects: dialogue environment, dialogue ways, dialogue content, conversation consciousness between teachers and students and evaluation mechanism. Based on the analysis of the research results, the study points out the existent problems and makes the attribution analysis. The conclusions are as following:1, Most of the primary Chinese teachers in senior grades are able to notice the vast majority of the students, which creates a favorable environment for the launch of the dialogue teaching. But this environment still exists a lot of defects, resulting in the imbalance of classroom ecology.2, Most of Chinese teachers have good communication with most of students in class teaching. However, because of the single teaching style and low involvement of students, dialogue teaching is carried out like this-teacher asks questions just for students’ answer, which makes students cannot express their own opinions.3, Teachers and students have a preliminary sense of dialogue. But due to lack of understanding of "dialogue teaching" theory in the dialogue teaching, their conversation awareness and ability is still very weak, leading to ineffective classroom dialogue.4, In the primary school Chinese teaching, because of teachers’ lack of dialogue literacy and students’ weak dialogue ability, the content of dialogue teaching is confined to textbooks and becomes too trivial and superficial, far away from actual student life and without deep dialogue.5, Due to the class evaluation system falling behind and mostly based on students’ test scores, the evaluation criteria of primary school Chinese class gives too much emphasis on summative evaluation, ignoring the students’ inner experience and lack of scientific evaluation mechanism.Thirdly, according to the problems and the reasons analysis of the dialogue teaching in real class in senior grades in primary school, the author puts forward the solutions of how to optimize the classroom dialogue teaching in senior grades in primary school, which are optimizing the spacial environment of primary school Chinese dialogue teaching, improving teachers’ and students’ literacy quality, increasing the ways for the dialogue teaching in primary school Chinese class, emphasizing the development and diversity of Chinese class dialogue teaching evaluation, organizing primary school Chinese class case studying.