The Application Of Dialogue Theory In The Teaching Of Chinese Reading In Junior Middle School

"Dialogue" is the most basic form that can effectively realize people's communication and communication,and it is also a hot topic in human survival.The special dialogue theory originated from the philosophical field.The Western academic circles have carried out tireless exploration and research on it.This influence extends to the education and teaching circles and provides a broader space for thinking about the research and development of educational theory and teaching practice..Since the implementation of the new curriculum reform at the end of the twentieth century,dialogue theory has been widely cited in the language discipline.Chinese reading teaching is an important part of Chinese teaching,and it is also the most difficult problem in many teachers' eyes.The emergence of dialogue theory has become a new concept of Chinese reading teaching.It is very important to use dialogue in reading teaching.It can effectively influence the teaching phenomena such as “instillation”,“monologue”,“programming”,“singularization” and “standardization” that are common in reading teaching today.However,in the process of the practical application of dialogue theory in the teaching of Chinese reading in junior high school,there are often some misunderstandings and deviations.This requires a deeper understanding and mastery of dialogue theory.Through the continuous maturity of research experience and the practice of reading teaching in Chinese It is used to supplement and improve it,making it a dialogue-based reading teaching mode,realizing the students' personalized reading and subjective learning.Therefore,in the face of the need of the times to cultivate dialogue,the implementation requirements of the new curriculum reform,and the various problems in the current situation of Chinese reading teaching in junior high school,it is imperative to study how the dialogue theory can effectively apply the Chinese reading teaching in junior high school.Based on the previous studies,the thesis will comprehensively analyze the concepts of dialogue theory and reading teaching and related theories,explore the problems and misunderstandings of the current state of conversational reading teaching,analyze the causes in detail and combine the teaching practice experience.Dialogue theory in the practice of junior high school Chinese reading teaching design effective implementation strategies,while feeding back their own teaching.This paper will be composed of the following four parts:The first part is the introduction,which focuses on the current situation of the application of dialogue theory in the practice of Chinese reading teaching in junior high school,the theoretical significance and practical significance of the research,the literature review,research methods and ideas of relevant research status at home and abroad.Provide substantial theoretical information and useful information for the research of this paper.The study of the application of a theory requires sufficient theoretical support and guiding ideology.The introduction part provides some theoretical guidance for the study of the topic and becomes the support point for the research of the topic.The second part is an overview of dialogue theory and junior middle school Chinese reading teaching.The content includes the definition of related concepts,the theoretical support and characteristics of dialogue theory applied to teaching practice,and several forms of using dialogue theory in junior middle school Chinese reading teaching.Theoretically,the use of dialogue theory in junior high school Chinese reading teaching practice activities can promote students and teachers,students and text content,students to communicate with each other in depth,establish students' subjective consciousness,cultivate their innovative ability and express communication ability.To improve the effectiveness of Chinese reading teaching,it also meets the requirements of the new curriculum reform for dialogue in reading teaching.The third part through the existing investigation and research as well as classroom teaching cases to sort out and sum up,from which to understand and grasp the current dialogue theory in junior middle school Chinese reading teaching of the application of the status quo.It is found that there are some problems in dialogic reading teaching: first,the formalization of classroom dialogue and the absence of emotion;Second,the teacher's leading role is neglected in the dialogue;thirdly,the teacher rejects the real dialogue;fourth,the lack of subjectivity in the dialogue;fifth,the lack of the universal dialogue of teaching emphasis.The main causes of the problem are described in three aspects: teachers,students and educational evaluation mechanism.Through the analysis of the cause of the problem,we can find the correct use of the dialogue theory.The strategy research direction of improving the teaching efficiency of Chinese reading.The fourth part is the effective use of dialogue theory in junior middle school Chinese reading teaching strategy analysis.From the point of view of teachers and students,this paper puts forward some ideas and countermeasures to correct the problems,including: using various forms of dialogue to create opportunities for dialogue;locating roles and creating dialogue platforms;improving teachers' professional literacy and providing scientific guidance;Perfect the evaluation mechanism,improve the teaching quality and other strategies.This paper mainly focuses on the discussion of the theoretical basis of the application of dialogue theory in the field of teaching,clarifies the concept and characteristics of dialogue reading teaching,finds out the crux of dialogue reading teaching,and puts forward the corresponding countermeasures after analyzing the attribution.In order to help Chinese education researchers and practitioners to establish a correct concept of dialogue teaching,to understand the importance of using dialogue theory in reading teaching,to provide theoretical reference for the implementation of the new curriculum reform in a deeper level,and to provide guidance for teaching practice.