Dialogue education advocated by western countries is a set of principles based on re-examining the most basic relationship in education-the relationship between teachers and students. Because for centuries, the illusion that teachers are smarter than students is not only manifested in the prejudice of a certain aspect, a certain stage or a certain age, but also in the established value education methods. Teachers control the agenda and are limited to telling their familiar concepts and problems. Teachers often think that they teach students a lot and learn little from them, thus giving students a sense of superiority. Dialogue education holds that the relationship between teachers and students is not a simple relationship of giving and receiving, but is based on inequality. From the beginning, both sides of this relationship appeared as "benefactors" and "recipients". No matter how this relationship develops, it cannot break through the psychological barrier caused by utilitarianism, so it is difficult to develop into an equal dialogue relationship. This so-called dialogue relationship emphasizes the relationship between teachers and students, parents and children, and learners and subjects. It cannot be the relationship between class and class, indoctrination and indoctrination, conquest and conquest, but the two-way communication relationship of equality, dialogue and love. Teachers are student-oriented teachers and students are teacher-oriented students. At this time, the role of teachers has not been abandoned, but reconstructed. Teachers have changed from being outside the students' situation to coexisting with the situation. Teachers are leaders of the internal situation, not external tyrants. In this relationship, students, as people with independent subject and dignity, actively participate in teaching activities, develop themselves in an all-round way in mutual respect, cooperation and trust with teachers, gain a sense of accomplishment and value experience in life, and feel the autonomy and dignity of personality. In real dialogue, learning is two-way (mutual), not top-down authority or dominance. For learners, the role of teachers is no longer so supreme. For teachers, negative opinions and bystanders' opinions should directly face their own opinions in the form of dialogue, instead of scaring people with an authoritative attitude, which will show fearlessness to the truth. This is an ideal relationship between teachers and students. Teachers and students consult each other, and both sides are teachers and students. The premise of practicing this ideal relationship is that educators should admit that we can learn as much from "students" as students learn from us. Teachers must realize that in the process of dialogue, although teachers and students are different in age, status and maturity, they should treat each other equally. Never convince each other in a dialogue, but be willing to accept students' different opinions from the bottom of your heart and doubt your own.
Of course, the positive significance of the concept of "dialogue" advocated by western education circles can only be realized under certain conditions. Whether China's education can benefit from it depends on our current education, and we must have the determination to reform the teaching method itself. Because in the teacher-student relationship, although the teacher standing on the superior side also talks about "dialogue", if he does not have a considerable sense of consciousness, he will not gain the trust of the "weak" students. Without the trust of students, there can be no real dialogue. Therefore, we must establish a strong sense of dialogue between teachers and students, and the prerequisite is to eliminate the teacher-centered or student-centered consciousness. In other words, the dialogue conducted by a person with dialogue consciousness is by no means to destroy the consciousness of all people who are inconsistent with me, and it is not because others are inconsistent with me that they try their best to cancel this inconsistency. Dialogue consciousness tells people that the inconsistency between people is the essence of this pluralistic world. All people and opinions that are inconsistent with us not only have the right to exist, but also are likely to be beneficial to our own development, because dialogue with those people or things that are inconsistent with us can produce new things and enrich our lives. Without dialogue consciousness, even if you use skillful and beautiful language, there are questions and answers in the dialogue, and there are many tricks. It's just a mechanical question and answer-a question and answer without dialogue consciousness is by no means a real dialogue; With the equal awareness of dialogue and the desire for mutual understanding, cooperation, mutual concern and coexistence, even without questions and answers, rich dialogues can be created.
Emphasizing the significance of dialogue in teaching means advocating equal and democratic interpersonal relationship and individual open mind, respecting differences and encouraging uniqueness, and advocating individuality and subjectivity. These are prerequisites for an effective and high-quality dialogue. At the same time, it also contains the requirement that teachers must update their teaching concepts, that is, for teachers, class is dialogue and communication, not just work; It is an artistic creation, not a professor; It is a process of exploring the truth, not simply showing the conclusion. Because dialogue is an important form of communication in teaching, we can discover ourselves and explore the truth through dialogue. Therefore, dialogue education needs teachers and students to play a leading role in the classroom together. Teachers are more about inspiring and inducing students, while students dare to contact books and what teachers say, and dare to doubt. This undoubtedly puts higher demands on teachers and makes students feel a certain sense of dialogue pressure. While students have the opportunity and space to give full play to their personal talents, the sense of dialogue pressure will encourage students to actively dabble in knowledge, think independently and seek solutions to problems.