Dialogue Concept and Writing Teaching_Teaching Concept Eight-Character Motto
The new Chinese curriculum standards emphasize that the Chinese reading teaching process is a process of dialogue between students, teachers, and texts. In fact, the definition of the writing part of the Chinese curriculum standards also reflects the characteristics of dialogue. 1. The process of writing teaching is the "dialogue" process
Klingberg once pointed out: "In all teaching, there is a 'dialogue' in the broadest sense. ... No matter which teaching method dominates status, this interactive dialogue is an essential understanding of excellent teaching [1]" In his view, teaching is originally a dialogue of all kinds, with a dialogue character. It can be seen that, in essence, teaching should be a dialogic activity. The same goes for teaching writing.
What exactly is "dialogue" in writing teaching? To borrow Bakhtin's statement, as long as there is a "relationship of sympathy and opposition, a relationship of affirmation and supplementation, a relationship of question and answer" between the author and the reader. ", in a state of "interaction", that is, "dialogue". Therefore, the process of writing teaching is a process of "dialogue", that is, a dialogue between students and others (teachers, students, life, etc.) under the participation and guidance of teachers. Writing is essentially a conversational activity, and writing ability is essentially a conversational ability [2].
2. Analysis of elements of "dialogue" writing teaching
Writing is essentially a dialogue activity. The process of writing teaching is a process of "dialogue", that is, when teachers participate and Guided dialogue between students and others (teachers, students, life, etc.). It can be seen that teachers and students are the two most important factors for the effectiveness of writing teaching. To implement truly effective "dialogue", it is necessary to make new changes in the role of teachers in writing teaching and in students' writing concepts.
1. Teachers as special participants.
In the teaching of "conversational" writing, the role of teachers is undergoing fundamental changes. The teacher does not appear in front of the students as an authority. On the contrary, the teacher starts an interactive dialogue with the students as a participant. In other words, it is shifting from condescending authority to "chief among equals."
As a participant, teachers must first have the awareness to listen.
Dialogue is based on respect and understanding. The teacher-student relationship based on dialogue is an "I-you" relationship. Respect and understanding enable both parties to meet heart-to-heart, and each party treats the other party. See it as “you” communicating with yourself [3]. The prerequisite for dialogue and communication is listening.
This is a life activity that is devoted wholeheartedly. As the pre-understanding of Chinese dialogue, listening is the basic state of Chinese dialogue [5]. When teachers read students' articles, they are listening to the voices conveyed by students in the articles. Through listening, teachers can enter the students' spiritual world, eliminate the gap in mutual understanding, and achieve fusion of horizons. At the same time, teachers’ listening attitude during teaching can also give students a lot of encouragement and enhance their writing confidence.
Of course, since you are the chief, you are not just a participant. The new curriculum standards say: "Teachers are the organizers and guides of learning activities." The role of organization and guidance is to provide sufficient guarantee for the smooth progress of all aspects of student dialogue. His ideological depth, cultural level, life experience, and aesthetic level are higher than those of the students. He can play the role of a guide. The teacher provides possible help at any time during the students' various dialogues so that the dialogue can proceed smoothly. In the process of dialogue with students, stimulate students' desire to dialogue, cultivate students' interest in dialogue, and guide students to think about whether what they want to express or have expressed is a true expression, whether it is natural and reasonable, and whether there is anything to be discussed, and then Give it an intention. As a guide, the teacher is both external to the students and at the same time present with the students. After the students acquire the ability to talk, the status of the guide also becomes a interlocutor.
2. Students as interlocutors.
The biggest difference between "dialogue" writing teaching and traditional closed and mechanical writing teaching lies in the reform of the teacher-student relationship from the "I-it" oppositional relationship to the "I-you" dialogue relationship. , the role of students has therefore changed from passive passive ones to active interlocutors.
As far as the act of writing itself is concerned, it is not a mechanical imitation or idle moaning, but a true expression and personality analysis; it is not based on utilitarian indulgence, but the pursuit of "making friends through writing". This "friend" is the reader of the article. In other words, active writing is "speaking with a pen, a dialogue with the readers of the articles you write. [5]"
Based on this concept, in order to change the current situation of students' writing, first of all To change the concept of writing, we need to be clear: Who is my article for, and who am I having a conversation with? In other words, it is necessary to establish a clear "reader awareness."
"Reader" has its specific meaning in writing teaching: reader, that is, the person whom students want to talk to when writing and the person who reads students' articles. Based on this, we can define that teachers, students themselves and the imaginary target of confiding are all readers. After each student writes an article, the teacher is the main reader. He should read the student's composition and have a dialogue with the student. Students themselves are both the author and the first reader of their own article. They should also have a dialogue with and further revise their article from the perspective of a reader.
Naturally, other students can also be readers. In addition, in a sense, the imaginary target of confiding in writing is also a reader.
Once students have a clear "reader" in their mind - the person to talk to, the problem of blocked ideas will be improved, and it will be more conducive to stimulating writing desire and passion. Establishing "reader awareness" is undoubtedly very helpful for students to devote themselves to writing and enjoy dialogue in writing.
3. Interactive teacher-student dialogue relationship.
In the past, in writing teaching, teachers often regarded themselves as judges of articles and required students to absolutely obey their own judgment. Teachers ignored the students' actual situation and mental status, thinking that they were superior to the students, and criticized Students' articles are often critical, and they cannot treat students as equals, let alone open their hearts to students. The result is that students lack interest in writing, lose their individuality in mechanical and rigid teaching methods, and teachers' teaching itself gradually lacks love, resulting in a lack of respect and understanding in the teacher-student relationship, and no real dialogue. Not spiritual blending.
Under the concept of "dialogue", when the teacher's role takes off the mask of authority, the teacher-student relationship under the influence of dialogue will also change accordingly.
In the interactive dialogue of writing teaching, teachers and students are always in a state of equal dialogue during the teaching process. This kind of dialogue is not just about teachers and students communicating through words, but about equal communication in the personal sense of both teachers and students. Dialogue requires teachers and students to open their hearts, treat each other sincerely, and establish a new democratic and equal teacher-student relationship. It restores the teaching process to a communication activity in which teachers and students actively interact and develop together, and becomes a platform for teachers and students to share knowledge, experience, wisdom, and the meaning and value of life. process. It embodies the dynamic communication of information between teachers and students and between students.
In fact, the relationship between teachers and students is not only a cognitive relationship, but also a communication relationship, a relationship that creates meaning together. Suhomlinsky believes that the most important thing in a teacher’s job is to treat our students as living people and let them live in a world of thinking. It can be seen that the teacher's responsibility is not only to impart knowledge, but also to pay more attention to motivating students to think. He should not only come up with the truth, but also focus more time on effective creative activities, interact with students, and Understand, communicate, and inspire.
References
[1] Gu Mingyuan. Challenges and Responses: China’s Educational Reform at the Turn of the Century [M]. Fuzhou: Fujian Education Press. 2001.85.
< p>[2][4][5] Wang Shangwen. Dialogue Theory of Chinese Teaching [M]. Hangzhou: Zhejiang Education Press. 2004.1, 250, 262.[3] Sun Yingguang. The ideal of education Is realm a "dialogue" between teachers and students [J]. Jiangxi Educational Research, 2000(2), 3-4.
Jiang Lilian, Master of Education in 2003, Zhejiang Normal University.