【作者】 李明霞；

【导师】 白春超； 许琳；

【作者基本信息】 河南大学 ， 学科教学， 2011， 硕士

【摘要】 国内外有关的对话理论可谓是源远流长,涉及到哲学、接受美学、建构主义、社会学、教育学等十分广泛的门类,这些领域都从不同的角度对对话教育理论做出了拓展和延伸,使对话式教学逐渐走向完善。在素质教育的宏大背景下和新课改的滚滚浪潮中,作为对传统教学的反思,我国的语文教学领域也开始了对话式教学的借鉴和尝试。对话教学是对话理念和精神与教育教学活动的联姻下新的教学形态的有益尝试,是一种凸显主体性、追求创造性、体现人文性的教学,是以交流为其品性,在倾听、理解、反思和创新的方式在经验共享中建构知识系统、涵养精神品味、提高人生境界的教学形态。本文就是在总结和梳理了前人的研究成果的基础上渗入了笔者的思考,遵循着从对话理论到语文对话式教学实践的逻辑线索,紧扣新课改大背景下的新课程的核心理念,重点分析了语文对话式教学理论及其在实践中的应用。引言部分介绍了对话时代的到来并简单梳理了中西方的对话理论渊源,然后在此基础上把相关的对话理论与当前的语文教学实践进行了对接与融合。文章主体部分首先介绍了语文对话式教学的基本特征:课堂环境的人文性,师生关系的平等性和民主性,课程资源的整合性与开发性,学习主体的自主性等;其次分析了对话式教学的实现条件:师生对话的角色意识及能力,师生关系的平等性以及对话内容的丰富性和情趣性,并简单介绍了对话式教学的目的:完善自我、学会交流和分享以及对话式生存;然后重点提出来自己的与前人略有差异的观点就是对话式教学的两种基本类型:显性对话和隐性对话,囊括了前人的生生对话,师生对话,生本对话,师本对话及其师生与文本及其作者的多重对话,师生在语文课堂中尽情享受对话式教学实践中的乐趣;最后概括了语文对话式教学的误区:对话缺少对文本的真正理解和感悟,对话脱离了教学目标的导引,对话中民主、平等与和谐交流的疏离,对话主体(包括教师和学生交互主体)的缺失以及对这些误区的反思和建议:立足文本,拓展生成,本色对话;多重对话;交响共振;形成“磁场”。更多还原

【Abstract】 The dialogue theory has a long history at home and abroad, it relates with a wide range of fields, such as philosophy, reception aesthetics, constructivism, sociology, pedagogy and so on, these fields develop and deepen dialogue education theory from different angles, thus make dialogue teaching improve gradually. Under the background of quality education and New Curriculum Reform, our country begins to reflect traditional Chinese teaching methods and attempts to draw ideas from dialogue teaching. Dialogue teaching is an useful attempt which connects dialogue ideas and spirit with education and teaching activities, and it is also a teaching method which highlights subjectivity, pursues creativity and embodies humanity. Besides, dialogue teaching aims at communication, so it is a teaching form which aims to construct knowledge system, cultivate spiritual taste and improve life state in the process of listening, understanding, reflecting, creating and sharing experience.The paper puts forward author’s thoughts which are based on the former researches and focuses on analysing Chinese dialogue teaching theory and its application in practice according to the logical clue which is from dialogue theory to Chinese dialogue teaching practice, and catching the core ideas of New Curriculum Reform. The introduction describes the arrival of the era of dialogue and simply combs China and western dialogue theory origin, then connects related dialogue theory with the present Chinese teaching practice. The body first introduces the basic characteristics of Chinese dialogue teaching: humanity of class environment, equality and democracy of teacher-student relationship, integration and development of curriculum resources, and learners’ subjectivity, etc. Next, this part analyses the conditions carrying out dialogue teaching: teacher-student dialogue’s role consciousness and ability, teacher-student relationship’s equality, and richness and interest of dialogue content. Besides, this part also introduces simply the objectives of dialogue teaching: perfecting self, learning to share and exchange, and dialogue survival. Then the part focuses to put forward author’s views, this is, two basic types of dialogue teaching: overt dialogue and covert dialogue, which include the predecessors’ student-student dialogue, teacher-student dialogue, student-text dialogue, teacher-text dialogue and teacher-student and text multiple dialogue, they can make teachers and students fully enjoy the fun of dialogue teaching practice in the Chinese class. Finally, the paper summarizes some misunderstandings which exist in the Chinese dialogue teaching: dialogue lacks real understanding and perception toward text; dialogue separates itself from teaching aims; dialogue is far away from democratic, equal and harmonious communication; dialogue subjects are absent. What’s more, this part provides some reflections and suggestions for these misunderstandings: Chinese dialogue teaching should be based on the text and expand the text, then it can carry out real and multiple dialogue on the text, which will have great effect on the Chinese teaching.更多还原