If you don't die in silence, you will explode in silence. If human beings exist, it is impossible to be silent. Human beings should live in real dialogue, and dialogue should be the equal right of everyone, not the privilege of teachers. Therefore, our teachers must reflect that no teacher should give students the right to speak, but should give students the right to speak. From the height of human nature, we should realize that students' speaking is "expressing their opinions" to the world and will become an act of transforming the world in the future. In this case, the conversation in our class will not appear naturally. To achieve it, we need the necessary conditions: 1, dialogue and equality.

People should have a dialogue on an equal footing. One person instills ideas into another, and the instilled party simply "consumes" other people's ideas. This kind of behavior is not a dialogue, but will become a series of empty words, which will not reveal the meaning of the text or even self-understanding. 2. Dialogue and love. sincere

Love is a teacher's active behavior from the heart, and it is also a free behavior. But love should not be an excuse to manipulate students. On the contrary, only by breaking the control and oppression of children can we regain love and have a dialogue with others. In short, dialogue is the "return" of love between teachers and students. 3. Dialogue and modesty.

Another realm of teachers' dignity is their modest attitude. Therefore, classroom dialogue cannot be a teacher's arrogant behavior. Of course, this modesty is mutual. As long as one party is not modest, self-righteous and looks down on the other, the dialogue will break down-whether it is a teacher or a student. 4. Dialogue and trust.

Trust in students is the premise of dialogue. Believe in students' potential before face-to-face dialogue. "Without trust in people, dialogue will inevitably become a farce manipulated by paternalism." Only when the two sides of the dialogue tell each other their true and concrete thoughts can trust be generated. If one party does not agree with his words and deeds, trust cannot be generated. 5. Dialogue and hope.

Without hope, dialogue cannot exist. Hope exists because people always have imperfections, and people always explore to get rid of imperfections, and this exploration can only be achieved through communication with others. Therefore, there is no need to ask for the unity of understanding or the perfection of results in classroom dialogue. 6. Dialogue and critical thinking.

Personally, I think this is the most important and the foothold of the above conditions. The "depth" in the "three dimensions" I seek in class focuses on critical thinking and provides a possibility and a transformation, rather than a static acceptance. Unlike naive thinking, it is just to understand the meaning of the text or adapt to the reality of standardization. "For critics, it is very important to constantly transform reality in order to keep humanization."

From the above points, it can be seen that to achieve real equal dialogue, there is no doubt that the requirements for teachers are very high. Equality, friendship, modesty, trust, hope, critical thinking, etc., all of which must be regarded as excellent qualities of teachers in order to have the important conditions for realizing "dialogue" and achieve the purpose of education through dialogue in classroom teaching.

When some vivid theoretical viewpoints shine in our hearts, our domestic researchers are also discussing the significance of "dialogue" in teaching. Based on the curriculum reform, experts and researchers believe that dialogue has multiple attributes. On the basis of summarizing the history of teaching dialogue, some researchers believe that teaching dialogue has dual or triple attributes of methods and principles: first, dialogue is a means, second, dialogue is a principle, and third, dialogue is an end.

Teaching through dialogue,

It is an effective means to give full play to the positive role of dialogue in teaching, understand students' learning situation, activate classroom atmosphere, promote students' learning and improve teaching efficiency and quality, that is, dialogue teaching.

Teaching based on the principle of dialogue,

Dialogue is regarded as the basic way of classroom life for teachers and students and the inherent requirement of classroom teaching. Teachers regard students as the main body of learning and the masters of classroom life, and care and guide them as individuals with independent personality and dignity, needs of expression and communication, and certain life experience and understanding.

Dialogue teaching

Its purpose is to make students dare to express themselves, be good at expressing themselves, learn to express themselves orderly and accurately, learn to express themselves in an understandable and acceptable way, learn to listen, learn to respect, understand and share the thoughts and feelings of others, learn to talk on an equal footing, and learn to seek common ground while reserving differences.

Based on this, we find that both double dialogue and triple dialogue have the following common features based on "dialogue": 1, and dialogue is a parallel and equal communication between teachers and students:

There are two important prerequisites for communication: first, express your thoughts truly, and don't tell lies or talk nonsense; Second, we should actively participate in exchanges and social activities. If all the lies are told in communication, or even if they are true, they are platitudes, then this communication will lose its meaning. The two-way communication between teachers and students is a kind of parallel, equal, democratic, true and positive communication. In this kind of communication, teachers and students are both subjects, and communicate for a common purpose. 2. Questioning is the key to dialogue teaching;

Asking questions is the key to make the dialogue effective; Teachers are not only the transmitters of knowledge, but also questioners. The question should be "no anger, no anger, no anger." Therefore, the relationship between teachers and students will undergo profound changes. In the dialogue with students, teachers can also get inspiration from students themselves, thus making the dialogue more in-depth. 3. Dialogue teaching needs the cooperation between teachers and students;

In dialogue teaching, both sides of the dialogue are subjects, teachers ask questions and students ask questions; Students provide knowledge, teachers provide supplements, jointly reveal the meaning of the text, and finally complete their own. Therefore, dialogue is not compulsory or manipulated, but a kind of cooperation between the two sides.

In addition, there is a book "On Dialogue" by Aunt David, a British thinker and physicist (Education Science Press), which is beyond the scope of conversation and communication in the educational sense. From our values and beliefs to the essence and function of human emotions; From the mode of our inner thinking process to the function of human memory; And finally go deep into every moment of the human brain experience, and so on. If possible, the teacher can ask them to read.

Undoubtedly, the exploration of "dialogue" is bound to seriously question the cultural concept, survival significance and even self-awareness that we China people cling to. In recent years, there have been many practices, skills and definitions around "dialogue" in the education system. Although there is no way to claim that we are "absolutely right", we can still distinguish and identify different viewpoints, so as to clarify our respective intentions.

To sum up, when you understand what a real classroom "dialogue" is, what conditions it needs, what characteristics it has and other theoretical support-in the face of this research topic, you will not simply stay on the surface, but come to the classroom for practical verification based on theory.