A Study Of Dialogue Behavior In Junior Middle School Chinese Reading Teaching

The connection between "dialogue" and the Chinese classroom has existed since ancient times.The concept of dialogue teaching follows the new curriculum reform and goes deep into the Chinese reading classroom.The actual dialogue behavior in the classroom also carries the teaching content and continuously completes the teaching goals,which plays a role in improving the effect of Chinese reading teaching.Important role.However,the current Chinese reading teaching pays insufficient attention to specific dialogue behaviors.Most of them only focus on the research of questioning behavior.The strategies and techniques proposed are not targeted and cannot match the first-line classroom.Some strategies are outdated in form and divorced from reality,which affects the practical value of strategies in the classroom.This research hopes to find ways to improve on the basis of reflection on dialogue behaviors in Chinese reading classrooms,present the optimization suggestions for dialogue behaviors to frontline reading classrooms,and help teachers better apply dialogue behaviors under new textbooks to enhance classroom teaching effects and promote students' comprehensiveness development of.In the first part,this article explains the origin of the topic and the current research situation,and puts forward the purpose,content,significance and research methods of the research on the basis of the research progress.The second part clarifies the meaning and importance of dialogue behavior represented by dialogue behavior,questioning behavior,and discussion behavior,clarifies the relationship between dialogue behavior and dialogue teaching concepts and language courses,and puts forward the theoretical basis of analysis.The third part takes the junior high school of Hangzhou X school as an example,presents the status quo of dialogue behavior in Chinese reading classroom through classroom observation and investigation,and analyzes the problems that arise.The fourth part combines the actual situation and proposes targeted improvement suggestions for optimizing the dialogue behavior in the junior middle school Chinese classroom.