On The Problems And Strategies Of Implementing The "Student-Text" Dialogue In Junior High School Chinese Reading Teaching

With the implementation of a new round of basic education curriculum reform,dialogue teaching has attracted the attention of theoretical researchers and front-line teachers.The research shows a trend of subject-specialization and diversified perspectives.The implementation recommendations of the "Compulsory Education Chinese Curriculum Standard(2011Edition)" clearly states that reading teaching is a process of dialogue between students,teachers and texts,in which teachers should cherish the unique feelings,experiences and understanding of students.In the reading class,in addition to paying attention to the linguistic dialogue between teacher and students,it is more important to promote comprehensive "dialogue" between students and text through teacher's implementation.The "student-text" dialogue is based on the connection in field of view between students and text.On the basis of an overall perception,students read the text with appreciation and aesthetic creation under the influence of their own experience and cognitive thinking,so as to expand the text and construct their own vision.However,there is still a gap between the practice of Chinese reading teaching and theconcept of curriculum implementation.Based on the theoretical exploration and construction of the "student-text" dialogue in reading teaching,this study presents the current implementation problems of the "student-text" dialogue in junior middle school Chinese reading class through classroom empirical investigations,and then explores effective teaching implementation strategies to promote the implementation of the concept of dialogue teaching.There are problems of "formal" introduction,"stacked" extensive reading,"alternative" interpretation and "deflected" reading in implementing“text-student” dialogue in junior middle school Chinese class through classroom observations and qualitative interviews,which hinder the dialogue between students and text.According to two main factors of teacher and students,it analyzes the causes of problems in each stage of reading teaching,including teachers' vague understanding of dialogue theory,the weak comprehensive reading ability of students,the utilitarian tendency of teaching and learning,and lack of practical wisdom of teachers.To promote complete and effective“student-text”dialogue,teachers' teaching principles and implementation strategies play a vital role.In pre-reading,connect the field of vision between students and text in previewand introduction parts to stimulate students' expectation of dialogue;in further reading,help students perceive the text as a whole to form a mind map;in intensive reading,enable students to discuss fully in class to enrich the meaning of text;in appreciative reading,promote the integration of students and text to strengthen aesthetic dialogue.