| Dialogue is a very important part of Chinese teaching.In the Chinese language classroom,effective dialogue can not only promote the harmonious development of the relationship between students and others(Chinese teachers and peers),but also helps students to better understand themselves as well as the text;it not only guides students to master effective learning methods and skills,but leads students to personalize the interpretation of the text,enhances self-learning awareness in the dialogue practice and improves their learning ability.Therefore,in the practice of language teaching,every educator must re-examine “dialogue” and explore effective strategies for conducting dialogues in action.Viewing from the perspective of dialogue in high school Chinese teaching practice,and based on previous research,this study hackles its relevant concepts(dialogue,dialog teaching,dialogue subjects,etc.),historical development,etc.,and sorts out related theoretical and practical studies.And then,the present status of high school Chinese classroom dialogues is analyzed and investigated by using questionnaire,interviews and other research methods.In the analysis,it is found that the dialogue between teachers and students in the current high school Chinese-language classroom is essentially lacking,the student-text dialogue remains on the surface,the dialogue among studengts is lack of sincerity,and the self-dialogue is seriously missing.In response to these problems,the author puts forward strategies the dialogues between students and teachers,texts,peers,and themselves based on dialogue theory,constructivism,and other related theories.several aspects of dialogue learning are interrelated,the studengt-student dialogue has infiltrated into other aspects in practice.Therefore,this study does not discuss living dialogues separately any more.In the teacher-student dialogue,teachers should create a harmonious dialogue atmosphere,form a good teacher-student relationship,optimize the content of dialogue,motivate the enthusiasm of students to participate in the dialogue,use diverse forms of dialogue,and improve their own teaching abilities.In the student-text dialogue,students are ecouraged to return to the text,interpret the text in a personalized way,and widely read.In self-dialogue,students are guided to learn self-regulated learning and to understand themselves through writing and to develop self-discourse.After applying strategies to classroom teaching,and reflecting and summarizing the practical effects by analyzing class teaching cases.It is found that the dialogues between students and teachers,texts and themselves are greatly improved.At the same time,some inevitable problems are disovered.On the whole,it shows that the strategy proposed in the previous period is effective,but it needs further improvement.Limited by time,this study is only conducted one phase of dialogue practice.For unsolved problems,the author will continue to improve in practice.After a long period of practice,by using action research,this study aims to find more and more effective dialogue strategies suitable for students in practice.The new curriculum reform has put the dialogue on the agenda,and it will become an inevitable trend for educators to gradually practice “dialogue” in classroom teaching.However this process is still full of difficulties and obstacles,and the “dialogue” research and improvement is a long way to go. |
