A Study On The Application Of Dialogue Teaching In The Teaching Of Novel Reading In Grade Nine Of M Middle Schoo

With the promotion of the new curriculum reform and the transformation of educational concepts,Chinese teaching is increasingly focusing on improving the subject status of students and emphasizing the generation of classroom,so the application of dialogue teaching is more and more widely,especially in the study of novel genres with strong humanistic color,dramatic plots and vivid characters.In the teaching of novel reading,dialogues should be used as much as possible to guide teachers,students and text to perfect integration,so as to deepen the reading subject’s cognition of text.However,there are still some problems in the practice of dialogue teaching in novel reading teaching due to the influence of traditional teaching ideas,the lack of systematic understanding of dialogue teaching theory,and the improper setting of dialogue in classroom teaching.The research mainly reveals the application of dialogue teaching in the novel reading teaching of grade nine M Middle school.Aiming at the problems arising from classroom practice,it tries to put forward the optimization strategy of dialogue teaching,so as to give better play to the benefits of dialogue teaching and improve the level of novel reading teaching.The first is a basic overview of dialogue teaching,including the realization of dialogue teaching form,main characteristics,the necessity and value of application in junior high school novel reading teaching.Dialogue,the dialogue between teachers and students and the teacher this dialogue and the dialogue is the four kinds of form of dialogue teaching,through the above form,the use of dialogue in the novel reading teaching helps greatly exert the principal role of students,constructing harmonious relations between teachers and students,increasing students Chinese accomplishment in aspects of language construction,cultural identity,so as to promote the development of novel reading teaching to form a new situation.Secondly,taking the ninth grade of M Middle School as the research object,this paper analyzes the application status of dialogue teaching in novel reading teaching through questionnaire survey and interview.First of all,this paper briefly analyzes the novel selection of the ninth grade Chinese textbook,and discusses that dialogue teaching is suitable for each selection from the requirements of text and teaching objectives.Through the questionnaire survey,we can understand the students’learning situation of novels,such as their attitude to the novel text,whether they take the initiative to preview,and the situation of dialogue with teachers and classmates.Through the interview with teachers,the author understands the teaching situation of teachers’ novels,such as teaching methods,lesson preparation methods and understanding of dialogue teaching.Based on the above understanding of the application status of dialogue teaching and through daily classroom observation,this paper analyzes the problems and causes of dialogue teaching in novel reading teaching.The problems exposed include the existence of false dialogue and invalid dialogue,the existence of too much "monologue dialogue",the poor participation of students,students’ preparation is not ideal,and group cooperation learning is easy to become a formality.Based on the attribution analysis of these problems,it is concluded that the main reasons for these problems are the lack of understanding of some teachers on the theory of dialogue teaching,the improvement of dialogue ability,the inequality between teachers and students,the poor consciousness of students and the difficulty of arousing students’ interest in classroom teaching activities.Finally,aiming at the problems of dialogue teaching in novel reading teaching,combining with specific novel articles,the paper puts forward the optimization strategies of application from four realization forms of dialogue teaching.First,teacher-based dialogues are the earliest dialogues,so teachers should carry out independent dialogues and optimize lesson preparation to expand in-depth dialogues.Second,in order to optimize the student-based dialogue,students should complete the preview task to achieve the preliminary dialogue,teachers should carry out a variety of teaching activities to help students to have a real dialogue,students should read to achieve dialogue again;Thirdly,the optimization strategy of teacher-student dialogue includes defining the roles of teachers and students to realize equal dialogue,creating dialogue situation and encouraging feedback between teachers and students.Fourthly,the strategies to optimize the dialogue among students include creating group learning activities with strong participation,clarifying the division of labor and strengthening guidance.The optimization strategy is helpful to promote the scientific and efficient application of dialogue teaching.