Tianze Qi

This paper explores the significant role of dialogic teaching in enhancing student engagement and deepening textual understanding within the context of primary Chinese reading lessons. In contrast to traditional monologic and transmission-based pedagogical approaches, dialogic teaching fosters a collaborative classroom culture where dialogue is central to knowledge construction. The study argues that through structured, purposeful, and reciprocal talk, students are not only more cognitively and affectively engaged but also develop higher-order comprehension skills, critical thinking, and a more nuanced appreciation of the Chinese language and literature. The paper examines the theoretical underpinnings of dialogic teaching, drawing on sociocultural theory, and delineates its core principles. It then provides a detailed analysis of how these principles can be practically implemented in primary Chinese reading classrooms, including specific strategies for teacher questioning, classroom interaction patterns, and the creation of a supportive talk environment. The discussion highlights the challenges in shifting from a teacher-centered to a dialogic paradigm, particularly within educational cultures that may prioritize silence and rote learning. The conclusion asserts that dialogic teaching is not merely a methodological choice but a transformative approach that aligns with the broader goals of contemporary Chinese language education, aiming to cultivate articulate, thoughtful, and engaged young readers.

Dialogic Teaching; Student Engagement; Reading Comprehension; Primary Education; Chinese Language Teaching; Classroom Dialogue; Sociocultural Learning

[1] Kang L,Zhang L,Chen W,et al.Establishing the time course of contextual predictability and word frequency effects during Chinese reading:evidence from survival analysis[J].Current Psychology,2026,45(2):118-118. [2] Nan J.Development and Effect Evaluation of Ancient Chinese Reading Comprehension System Assisted by Artificial Intelligence[J].International Journal of Information System Modeling and Design(IJISMD),2026,17(1):1-18. [3] Huiling M.Teachers’Perceptions of Multi-text Reading Instruction and Pedagogical Change in Chinese Language Education[J].Asian Research Journal of Arts&Social Sciences,2025,23(12):82-95. [4] Lin J,Lin X,Zhang S H,et al.Unraveling the dynamic complexity of Chinese word reading and writing development:a one-year longitudinal study[J].Reading and Writing,2025,(prepublish):1-35. [5] Li L,Gao M,Sui X,et al.Retrieval of information to the left of the current fixation during reading Chinese[J].BMC Psychology,2025,13(1):1338-1338. [6] Tong C I,Wang Y,Zhu N.Rituals of World Order:Reading Contemporary International Law through Chinese Chunqiu Order[J].Chinese Journal of International Law,2025,24(4). [7] Yang W,Ying Z.Exploring the potential of gamified reading:the effects of duolingo on L2 reading,self-efficacy,and learner experiences in a Chinese university EFL context.[J].BMC psychology,2025,14(1):14-14. [8] Wang X,Zhang G,Chen L.How teachers scaffold student discourse moves and reading comprehension through Knowledge Building pedagogy:insights from Chinese EFL reading classrooms[J].Reading and Writing,2025,(prepublish):1-28 [9] Zhang W,Chen C,Yang J,et al.Modeling the relationships among parental expectations,the home literacy environment,emergent literacy skills,and early reading comprehension in Chinese children[J].Journal of Chinese Writing Systems,2025,9(4):275-286. [10] Feng Y,Li A,Su X,et al.Lexical Representations in the Common and Specific Neural Networks for Visual,Phonological,and Semantic Processing in Chinese Reading.[J].Human brain mapping,2025,46(17):e70430. [11] Chen L,Zuo W,Xu X.How Quotation Types Shape Classic Novel Reading in Chinese:A Comparison Between Human Eye-Movements and Large Language Models[J].Behavioral Sciences,2025,15(12):1650-1650. [12] Zhang M,Zhang Z,Li F,et al.Exploring effects of foveal load and preview restrictions for single and multiple parafoveal words in Chinese reading[J].Journal of Memory and Language,2026,146104716-104716. [13] Cao X,Du Y,Jiang Y,et al.Aging and semantic transparency effects in Chinese reading:evidence from eye movements.[J].BMC psychology,2025,14(1):5-5. [14] Song Y,Tan S.Western Knowledge in Print:The Chinese Weekly and the Reading Integration of China’s Modern Elites[J].Religions,2025,16(12):1511-1511. [15] Heim Y(Y G.Reading the Word and the World:Overstanding Literacy in Aboriginal and Chinese Classrooms[J].Education Sciences,2025,15(12):1603-1603. [16] Zhu S,Yao Y,Chan D S,et al.Parental involvement influences the relationship between children’s L2 Chinese reading motivation and reading performance:a longitudinal person-centred moderation analysis[J].Journal of Multilingual and Multicultural Development,2025,46(10):3814-3832. [17] Huang W,Cai R,Yu X.Effects of Morphological Awareness on Reading Comprehension in Beginner Chinese EFL Learners[J].Chinese Journal of Applied Linguistics,2025,48(4):566-584. [18] Chen L,Yao R,Zhang Y.Morphological awareness and dictation in Chinese children with and without dyslexia:the distinct roles of homophone,homograph,and compounding awareness[J].Reading and Writing,2025,(prepublish):1-23. [19] Shao T,Lu F,Liu D,et al.Gross Motor Proficiency and Reading Abilities Among Chinese Primary School Students[J].Behavioral Sciences,2025,15(12):1613-1613. [20] Chen S,Zhao Y,Zhang X,et al.White matter topological organization of reading network correlates with phonological awareness in Chinese adults.[J].Brain and language,2025,272105666.

点击下载PDF