Dialogue teaching

Author: Zheng Jinzhou, Editor-in-Chief
Publisher:
Publish Date: 2005-01-01
Features: As a new form of teaching, dialogic teaching is in the exploratory stage both in theory and practice, and there is no mature model to refer to. Secondly, in terms of narration, how to distinguish and balance dialogic teaching as both purpose and means is also a very tricky issue. Furthermore, how to combine China's teaching realities and cater to primary and secondary school teachers to explore a practical path for transforming the concept of dialogic teaching is also a crucial problem that this book must address.
Dialogic teaching is a process where the main body in the teaching process continuously explores and solves teaching problems through meaningful communication, thereby enhancing mutual understanding among teaching subjects and improving the quality of teachers' and students' teaching and learning lives. Generally speaking, to describe the characteristics of a teaching form, one can focus on three aspects: the historical context, the commonalities within the field, and its own unique features. Taking dialogic teaching as an example, it is naturally imbued with the of its time, reflecting the pursuit of democracy and equality in the teaching process, which is the spirit of the dialogic era mirrored in the field of education.
Additionally, as a new form of teaching, dialogic teaching shares common ground with other teaching methods within its own domain. As mentioned earlier, the teaching objectives and ideals pursued by dialogic teaching are not unique to it. Therefore, some of the shared advanced concepts of this era are well reflected in dialogic teaching, becoming a common feature of dialogic teaching and other teaching forms that embody the spirit of the time. Finally, dialogic teaching has its own unique element: it achieves its teaching objectives and fulfills its mission through the very act of dialogue. In dialogic teaching, dialogue is not just a teaching method but the teaching objective itself. Like a game, the purpose of teachers and students participating in dialogue is not outside the process but within it. In summary, dialogic teaching is a teaching form that is "for dialogue," "in dialogue," and "through dialogue." This is both the fundamental point that distinguishes dialogic teaching from general teaching dialogue and a basic stance of this book.